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Full text of "Mathematics Grade 1"

Mathematics Grade 1 



By: 

Siyavula Uploaders 



Mathematics Grade 1 



By: 

Siyavula Uploaders 



Online: 

< http://cnx.Org/content/collll26/l.l/ > 



CONNEXIONS 

Rice University, Houston, Texas 



This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under 

the Creative Commons Attribution 3.0 license (http://creativecommons.Org/licenses/by/3.0/). 

Collection structure revised: October 12, 2009 

PDF generated: February 6, 2011 

For copyright and attribution information for the modules contained in this collection, see p. 263. 



Table of Contents 



1 Term 1 

1.1 Counting 1 

1.2 Space orientation 6 

1.3 Recognizing differences 11 

1 .4 Completing patterns 17 

1.5 Many and few 19 

1.6 The same number 24 

1.7 Counting objects 30 

1.8 Mathematics, Shapes and Patterns 40 

1.9 Number Fun - 01 44 

1.10 Number Fun - 02 55 

1.11 Number Fun - 03 66 

2 Term 2 

2.1 Number Fun - Module 3-01 77 

2.2 Number Fun - Module 3-02 88 

2.3 Number Fun - Module 3-03 99 

2.4 Number Fun - Module 4-01 108 

2.5 Number Fun - Module 4-02 120 

3 Term 3 

3.1 Get clever with numbers - 01 133 

3.2 Get clever with numbers - Module 5-02 140 

3.3 Get clever with numbers - Module 5-03 150 

3.4 Get clever with numbers - Module 6-01 160 

3.5 Get clever with numbers - Module 6-02 172 

3.6 Get clever with numbers - Module 6-03 184 

4 Term 4 

4.1 Number Fun - Module 7-01 193 

4.2 Number Fun - Module 7-02 202 

4.3 Number Fun - Module 7-03 211 

4.4 Number Fun - Module 7-04 221 

4.5 Number Fun - Module 8-01 227 

4.6 Number Fun - Module 8-02 233 

4.7 Number Fun - Module 8-03 241 

4.8 Number Fun - Module 8-04 250 

Attributions 263 



Chapter 1 

Term 1 



1.1 Counting 1 

1.1.1 MATHEMATICS 

1.1.2 Number Fun 

1.1.3 EDUCATOR SECTION 

1.1.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 



lr rhis content is available online at <http://cnx.org/content/m22347/!. l/>. 



CHAPTER 1. TERM 1 



1.1.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.1 



• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



1.1.6 LEANER SECTION 

1.1.7 Content 

1.1.7.1 ACTIVITY: Counting [LO 1.4, LO 1.1] 

• A counting rhyme: 







When I was I 

I could go for a walk. 

When I was 2 

I could eat with a fork 

When I was 3 

I could hop, hop, hop. 

When I was L 

I could stop, stop, stop 

When I was 5 

I could ride my bike. 

When I was 6 

I could go on a hike. 

And now I'm 7 

Hip hip hooray! 

I'm off to school 

To work and play 

12 3^567 





Figure 1.1 



CHAPTER 1. TERM 1 



LO 1.4 



Table 1.2 



I have (Count them): 



block* 



ggggg 



bolls 












cars 






nnqs 



stars 



j&j&j&j&XZ -C? -£? 



boats 








books 



>enals 



^j^^^^s^^^^ 



apples 



ipp 





ffi 



muTTins 



sweets 







ice creams 




Figure 1.2 



CHAPTER 1. TERM 1 



LO 1.1 



Table 1.3 



1.1.8 Assessment 

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela- 
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers. 

1.2 Space orientation 2 

1.2.1 MATHEMATICS 

1.2.2 Number Fun 

1.2.3 EDUCATOR SECTION 

1.2.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 



2 This content is available online at <http://cnx.org/content/m22354/!. l/>. 



1.2.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.4 



• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



1.2.6 LEANER SECTION 

1.2.7 Content 

1.2.7.1 ACTIVITY: Space orientation [LO 3.5] 

• What do we know? Draw a [U+25CB] 



CHAPTER 1. TERM 1 




on the tree 




above the tree 




next to the tree 




in the tree 




below the tree 




in front of the tree 




on top of the tree 




under the tree 




behind the tree 



Figure 1.3 



• My brother and I have the same books. Draw my brother's book. 












M 



Figure 1.4 



















'J 



Figure 1.5 



We draw the same pictures. 



10 



CHAPTER 1. TERM 1 




Figure 1.6 



Draw the same shapes. Colour. 



r 



Figure 1.7 



L0 3.5 



Table 1.5 



1.2.8 Assessment 

Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships 
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. 

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in 
relation to another (e.g. 'in front' or 'behind'). 



11 

1.3 Recognizing differences 3 

1.3.1 MATHEMATICS 

1.3.2 Number Fun 

1.3.3 EDUCATOR SECTION 

1.3.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 

1.3.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.6 



• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



3 This content is available online at <http://cnx.org/content/m22397/!. l/>. 



12 



CHAPTER 1. TERM 1 



1.3.6 LEANER SECTION 

1.3.7 Content 

1.3.7.1 ACTIVITY: Recognizing differences [LO 1.4, LO 1.1] 

Let's talk about. . . 





Figure 1.8 



Why do we say these are the same? What are they? 




Figure 1.9 



• Why are these the same? 



Are these all the same? Why not? 



Draw a circle around the one object that is different. 



13 






Figure 1.10 



red 



blue 

yellow 

green 



LO 5.3 



• I know my colours: 



Table 1.7 



14 



CHAPTER 1. TERM 1 




Figure 1.11 



• Draw something: 



big 



LO 4.6 




LO 5.2 





small 

long 

short 



Table 1.8 

Look at the previous page. It is a picture of all the stuff in my untidy cupboard. Mummy said, "Tidy 
your cupboard." 

• I will sort my things into colours. Talk about "same" and "different". Give reasons. 

• Red things -draw them 

• Blue things - draw them 



Green things - draw them 



• Yellow things -draw them 



LO 5.2 



Table 1.9 



15 



Big 



Draw some of the things in the cupboard 

Bigger 

Biggest 

Small 

Smaller 

Smallest 

Long 

Longer 

Longest 

Short 

Shorter 

Shortest 



• Let's talk about. . . 
how big they are 



LO 4.5 



Table 1.10 





same size 





same size 



Figure 1.12 



• Colour the ones that are of the same size 



16 



CHAPTER 1. TERM 1 




Figure 1.13 



LO 4.5 



Table 1.11 



1.3.8 Assessment 

Learning Outcome 4:MEASUREMENT:The learner will be able to use appropriate measuring units, 
instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures; 

Assessment Standard 4.6: We know this when the learner (additional) understands language: 

4.6.1 size; 

4.6.2 length. 

Learning Outcome 5:DATA HANDLING :The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours.'); 

Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped 
in particular ways. 



17 

1.4 Completing patterns 4 

1.4.1 MATHEMATICS 

1.4.2 Number Fun 

1.4.3 EDUCATOR SECTION 

1.4.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 

1.4.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.12 



• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



4 This content is available online at <http://cnx.org/content/m22398/!. l/>. 



18 



CHAPTER 1. TERM 1 



1.4.6 LEANER SECTION 

1.4.7 Content 

1.4.7.1 ACTIVITY: Completing patterns [LO 3.2] 

• Complete the patterns. 



Q £ 



O 




IS 




a 



a 



Figure 1.14 



LO 3.2 



LO 3.2 



Table 1.13 



19 



1.4.8 Assessment 



Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships 
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. 

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical 
two-dimensional shapes and three-dimensional objects according to: 

3.2.1 size; 

3.2.2 objects that roll or slide; 

3.2.3 shapes that have straight or round edges. 

1.5 Many and few 5 

1.5.1 MATHEMATICS 

1.5.2 Number Fun 

1.5.3 EDUCATOR SECTION 

1.5.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 

1.5.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.14 



5 This content is available online at <http://cnx.org/content/m22399/!. l/>. 



20 CHAPTER 1. TERM 1 

• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



1.5.6 LEANER SECTION 

1.5.7 Content 

1.5.7.1 ACTIVITY: Many and few [LO 5.2, LO 1.9] 

• I go for a walk. I see 



af $ 4 # -k» * 
% & % $* ft £ 



%*$ 



manu ants afewspidei 



Figure 1.15 



• Draw 




Figure 1.16 



many 




Figure 1.17 



a few 



many 



21 



o 



Figure 1.18 



Figure 1.19 



a few 



& 



Figure 1.20 



many apples 



o 



Figure 1.21 



a few apples 



LO 5.2 



Table 1.15 



At my party there were 



22 



more boys and fewer girls 



CHAPTER 1. TERM 1 








Figure 1.22 



I matched them. 
• Match the rabbits to the carrots: 







^^ O0 <^0 ^^^2% 



Figure 1.23 



more or fewer? 



«^. 



a 



~6 



Figure 1.24 



Match: 
• Draw the set with more 



• Match 



23 






Figure 1.25 



Draw the set with more 



LO 1.9 



Table 1.16 



• Draw a group with more / fewer objects, 
fewer 




Figure 1.26 



more 
fewer 




Figure 1.27 



24 CHAPTER 1. TERM 1 

more 
fewer 



£*^ 



Figure 1.28 



more 



LO 1.9 



Table 1.17 



1.5.8 Assessment 

Learning Outcome 5:The learner will be able to describe and represent characteristics and relationships 
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours.') 

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their 
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob- 
lems. 

Assessment Standard 1.9: We know this when the learner uses the following techniques: 

1.9.1 building up and breaking down numbers; 

1.9.2 doubling and halving; 

1.9.3 using concrete apparatus (e.g. counters); 

1.9.4 number-lines. 

1.6 The same number 6 

1.6.1 MATHEMATICS 

1.6.2 Number Fun 

1.6.3 EDUCATOR SECTION 

1.6.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 



6 This content is available online at <http://cnx.org/content/m22401/!. l/>. 



25 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 

1.6.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.18 



• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



26 



CHAPTER 1. TERM 1 



1.6.6 LEANER SECTION 

1.6.7 Content 

1.6.7.1 ACTIVITY: The same number [LO 1.9, LO 1.4] 



-t9 






-& 



same 



number 



Figure 1.29 



Draw the same number of objects. Match them. 





Figure 1.30 





Figure 1.31 



27 





Figure 1.32 





Figure 1.33 



LO 1.9 



Table 1.19 

A problem to solve. 
• How can you change these groups to make them the same number? 




same number 




Figure 1.34 



or 



28 



CHAPTER 1. TERM 1 




same number 
Figure 1.35 




• Now solve these problems. 




Figure 1.36 



same number 




Figure 1.37 



same number 
• I play marbles with Ron. 



29 



Ron has 



marbles. 



I have (J) Q O O mar bles. 



Figure 1.38 



We have the 

• Ron gets one more. 



of marbles. 



Ron now has I have 





one more one less 

Figure 1.39 



• Ron gets one more again. 



Ron now has I have 





one more one less 



Figure 1.40 



LO 1.4 



Table 1.20 



30 CHAPTER 1. TERM 1 

1.6.8 Assessment 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers 
to at least 2-digit numbers. 

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their 
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob- 
lems. 

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their 
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob- 
lems. 

Assessment Standard 1.9: We know this when the learner uses the following techniques: 

1.9.1 building up and breaking down numbers; 

1.9.2 doubling and halving; 

1.9.3 using concrete apparatus (e.g. counters); 

1.9.4 number-lines. 

1.7 Counting objects 7 

1.7.1 MATHEMATICS 

1.7.2 Number Fun 

1.7.3 EDUCATOR SECTION 

1.7.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 



7 This content is available online at <http://cnx.org/content/m22410/!. l/>. 



31 



1.7.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.21 



• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



1.7.6 LEANER SECTION 

1.7.7 Content 

1.7.7.1 ACTIVITY: Counting objects [LO 1.1, LO 1.4, LO 1.3] 

1.7.7.1.1 A Counting Rhyme 

One, two, three 
Look at me. 
Four, five, six 
I build my bricks. 
Seven, eight, nine 
Soldiers in a line. 
And here are ten 
Fingers in my den. 

• Count. How many...? 

red marbles 



)®®® ©#(2)®® <g>®(£> 



Figure 1.41 



blue marbles 



32 



CHAPTER 1. TERM 1 



©® f)®®@ ©€> ©© dM)©>©(E>® 

Figure 1.42 



green marbles 



(D, 



® 



Figure 1.43 



yellow marbles 



is$r%$> 



®L J&(t 



'CUP 



Figure 1.44 



Draw one more. Count. 



LO 1.1 




LO 1.4 





Table 1.22 



2^31^, 



Figure 1.45 



mice 



33 



ppQ-^r-- 



Figure 1.46 



balloons 



Q Q Q 

Figure 1.47 



trees 



Figure 1.48 



marbles 



Cic^c^cd^ — — — 

Figure 1.49 



steps 



Figure 1.50 



34 



CHAPTER 1. TERM 1 



dots 
• Count their steps. 




Figure 1.51 





Figure 1.52 



• My lunch box 



LO 1.1 



Table 1.23 



o 


& 


d? 


m 



Figure 1.53 



• Ron's lunch box 



35 



^ 


6 





<m 



Figure 1.54 



• I have... 



O 



one 1 
one 1 
one 1 (\^ 




Figure 1.55 



• Ron has... 



36 



CHAPTER 1. TERM 1 




Figure 1.56 



Colour the blocks with one object. Write "1". 






%^ 


® 


o 


3 


^ 


$%p 


<s^ 


p 


^>t> 





j^^) 



Figure 1.57 



LO 1.3 



Table 1.24 



Tessa and I go for a walk. 
• Tessa's red apples. 



• My green apples. 



We each have two 2 apples. 
• Tessa's lunch box 



37 



Figure 1.58 



Figure 1.59 



38 



CHAPTER 1. TERM 1 










Figure 1.60 



Puzzles to build. 
• Cut, match and paste. 



LO 1.3 



Table 1.25 



39 




one 1 




one 1 




one 1 






two 2 



one 1 



two 2 



Figure 1.61 



LO 1.3 



Table 1.26 



1.7.8 Assessment 

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela- 
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers. 



40 



CHAPTER 1. TERM 1 



1.8 Mathematics, Shapes and Patterns 8 

1.8.1 MATHEMATICS 

1.8.2 Number Fun 

1.8.3 EDUCATOR SECTION 

1.8.4 Memorandum 

Critical and developmental outcomes: 

• The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. Explore education and career opportunities; and 

12. Develop entrepreneurial opportunities. 

1.8.5 MODULE 1 



Critical and developmental outcomes: 


Pages: 


CO 1 


4, 5, 8, 15 


CO 3 


2, 3, 6, 7, 9, 10, 14, 18, 19 


CO 4 


4, 21 


CO 7 


11, 12, 13, 16, 17, 20 


CO 8 


16, 22 



Table 1.27 



• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 



8 This content is available online at <http://cnx.org/content/m22442/!. l/>. 



41 



1.8.6 LEANER SECTION 

1.8.7 Content 

1.8.7.1 ACTIVITY: Mathematics, Shapes and Patterns [LO 3.1, LO 2.1, LO 2.2, LO 2.3] 

Mathematics and Shapes 
Everything has a shape. 

• This is the shape of a : 





Figure 1.62 



Look at them and draw those that have the shape of a: 



square 

Rectangle 

circle 

triangle 




Figure 1.63 



I can see a , 






42 



CHAPTER 1. TERM 1 




Figure 1.64 



I can see a , , , 



LO 3.1 



Table 1.28 



1.8.7.1.1 Mathematics and Patterns 

A pattern is made by drawing the same lines or shapes over and over. 
Look at the patterns on Sally's skirt. 



Complete the patterns for Sally. 





Figure 1.65 



Can you see these patterns? Complete them. 



43 



nDQn 



Figure 1.66 



Look for patterns in this number block. Write them. 






1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


14 


15 


16 


17 


18 


19 


20 























1 


















10 


11 


















20 





















Table 1.29 



LO 2.1 




LO 2.2 





Table 1.30 



LO 2.1 LO 2.2 

• Design your own attractive pattern. 



• Play a game. Choose a friend. See who can find the most triangles, squares and rectangles in the 
pictures. Write down your score. 

triangles 

squares 

rectangles 

Who won? 



LO 2.3 




LO 3.1 





Table 1.31 



44 CHAPTER 1. TERM 1 

1.8.8 Assessment 

Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and relation- 
ships, as well as to solve problems using algebraic language and skills. 

Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using 
physical objects and drawings (e.g. using colours and shapes). 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Assessment Standard 2.3: We know this when the learner creates own patterns. 

Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships 
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures, including: 

3.1.1 boxes (prisms) and balls (spheres); 

3.1.2 triangles and rectangles; 

3.1.3 circles; 

1.9 Number Fun - 01 9 

1.9.1 MATHEMATICS 

1.9.2 Number Fun 

1.9.3 EDUCATOR SECTION 

1.9.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 



9 This content is available online at <http://cnx.org/content/m31710/!. l/>. 



45 



10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 

The three bears help the learners to understand: 



number concept 1 to 5; 

counting activities in ones and twos to 20 and counting rhymes; 

colours: purple and orange; 

vocabulary: light, heavy, more, less, first and last; 

shapes - circles; 

completing a graph about how we come to school. 



1.9.5 LEARNERS SECTION 

1.9.6 Content 

• Cut out the three bears on page 2 and paste them here. 




Figure 1.67 



46 



CHAPTER 1. TERM 1 




Figure 1.68 



LO 1.3 



Table 1.32 



• Cut out. 



47 




Figure 1.69 



LO 1.1 



Table 1.33 



48 



CHAPTER 1. TERM 1 



O •' : 


* \ 


4 i 


4 i 


< < 


■ -%' 


- -%' 


■ -%' 


\J 


V.*' 


% *.*' 


** ■ * 


i 


o 


1* **.-' 


**•"% -1- ■ 

1 " i 




>-** 




hh 




fe 



Figure 1.70 



LO 1.3 



Table 1.34 



Draw three objects every time. 



49 






Complete. 



Figure 1.71 






1 










two 




3 






2 





Figure 1.72 



LO 1.3 



Table 1.35 



50 



CHAPTER 1. TERM 1 



• Look at your little bear. 



It is round. 

Its head is a circle. 




Figure 1.73 



Draw around its head. 

Talk about: 

Can it roll? Can it slide? Does it have corners? 

• Draw many circles and colour them in. 




Figure 1.74 



L0 3.1 



Table 1.36 



51 



Look for [U+F0A1] 's in magazines and paste them here. 



Figure 1.75 



Draw: many circles. 




Figure 1.76 



Colour them orange. 

• Draw: few circles. 

• Colour them purple. 



52 



CHAPTER 1. TERM 1 




Figure 1.77 



L0 3.1 



Table 1.37 




i 
i m 

Y 

I 



y:.y-T\/i i 



! . 



,-n k%+- 






Figure 1.78 



Find a picture of something that is heavy and something that is light. 



53 




heavy 



light 



Figure 1.79 




Figure 1.80 



LO 4.6 



Table 1.38 



• Make the basket heavier. 



54 



CHAPTER 1. TERM 1 




Figure 1.81 



• Make the basket lighter. 




• Does everyone have a hat? 



Figure 1.82 




less 



Figure 1.83 



Give everyone a basket. 



55 



Figure 1.84 



L0 4.5 



Table 1.39 



1.9.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 
to at least 100 and writes number names from 1 to at least 34; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures; 

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures; 

Assessment Standard 4.6: We know this when the learner understands language. 

1.10 Number Fun - 02° 

1.10.1 MATHEMATICS 

1.10.2 Number Fun 

1.10.3 EDUCATOR SECTION 

1.10.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 



°This content is available online at <http://cnx.org/content/m31714/!. l/>. 



56 CHAPTER 1. TERM 1 

more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 

The three bears help the learners to understand: 

• number concept 1 to 5; 

• counting activities in ones and twos to 20 and counting rhymes; 

• colours: purple and orange; 

• vocabulary: light, heavy, more, less, first and last; 

• shapes - circles; 

• completing a graph about how we come to school. 



1.10.5 LEARNERS SECTION 

1.10.6 Content 

• A rhyme to learn: 

Five little bears 
heard a lion roar 
one went up too close 
and then there were four. 
Four little bears 
climbed up a tree 
one came tumbling down 
and there were three. 



57 



Three little bears 

tried to cook a stew 

one cut his finger 

and then there were two. 

Two little bears 

were sitting in the sun 

one stayed there far too long 

and then there was one. 

One little bear 

went for a run 

he didn't turn back again 

and now there are none. 

R. Louw 



LO 1.2 



Table 1.40 



• Count the little bears. 




Figure 1.85 



• Draw a circle around the first and last bear. 



58 



CHAPTER 1. TERM 1 



in: 



Draw 



first 



The 
is __ 



The 
is 



The 
is„ 



second 



third 



Figure 1.86 



LO 1.1 




LO 1.3 




LO 1.4 





Table 1.41 



59 



f« 



l.l. 



our 



• * 



+ ■ 

* • * I • 




Figure 1.87 



• Unpack the cases. 



WWW® 



5 



L f 



"i 



our 



Figure 1.88 



LO 1.3 



Table 1.42 



60 



CHAPTER 1. TERM 1 



Complete your lunch box. Count in 2's. 




10 



«* 



A 



Figure 1.89 



• Choose what you would like to have in your lunch box. 



cookies □ sweets □ cool drink □ 

white bread □ brown bread □ chips D 

biltong □ fruit juice □ apple □ 

Figure 1.90 



Fill your lunch box by pasting pictures from a magazine on it: 



LO 1.2 




LO 3.1 




LO 5.2 




LO 5.3 





Table 1.43 



• Make one more: 



61 



Figure 1.91 



Draw 4 four every time. 



£four 









Figure 1.92 



LO 1.3 




LO 1.9 





Table 1.44 



Join all the 5c coins. Count the 5c coins 5c coins. 



62 



CHAPTER 1. TERM 1 




Figure 1.93 



5 five 


5 five 


5 five 


5 five 



Figure 1.94 



LO 1.1 




LO 1.3 





Table 1.45 



• Arrange 5 dots in a different way every time. 



63 



5 five 


5 five 


5 five 


5 five 



Figure 1.95 



• Write: 



Figure 1.96 



LO 1.3 



Table 1.46 



64 



CHAPTER 1. TERM 1 



Rearrange from 1 to 5: 



2 


1 


3 


4 


5 


1 










4 


3 


2 


1 


5 


1 










3 


2 


5 


1 


4 













Table 1.47 



• Estimate how many books there are? 

• Count: books. 




Figure 1.97 



LO 1.1 




LO 1.4 





Table 1.48 



• Share out the 10 books on the bookshelf. There must be the same number of books on each shelf. 



65 




/A 



J\ 



Figure 1.98 



• There are 

• Draw: 



books on each shelf. 




Figure 1.99 



LO 1.3 




LO 1.6 





Table 1.49 



1.10.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 



66 CHAPTER 1. TERM 1 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.2: We know this when the learner counts forwards and backwards; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.9: We know this when the learner uses techniques 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures; 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours'); 

Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped 
in particular ways. 

1.11 Number Fun - 03 11 

1.11.1 MATHEMATICS 

1.11.2 Number Fun 

1.11.3 EDUCATOR SECTION 

1.11.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 



n This content is available online at <http://cnx.org/content/m31716/!. l/>. 



67 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 

The three bears help the learners to understand: 

• number concept 1 to 5; 

• counting activities in ones and twos to 20 and counting rhymes; 

• colours: purple and orange; 

• vocabulary: light, heavy, more, less, first and last; 

• shapes - circles; 

• completing a graph about how we come to school. 



1.11.5 LEARNERS SECTION 

1.11.6 Content 

• Sort light and heavy objects: 

• Draw them below. 



68 



CHAPTER 1. TERM 1 




Figure 1.100 




Figure 1.101 



light 



69 




Figure 1.102 



• heavy 



L0 4.5 




LO 5.2 




LO 5.6 





Table 1.50 



Cut out, match and paste on the following page. 



70 



CHAPTER 1. TERM 1 




Figure 1.103 



LO 1.3 



Table 1.51 



Match and paste in a row. Draw arms, legs, etc. 



71 




Figure 1.104 



Complete: 



LO 1.4 



Table 1.52 





Figure 1.105 



LO 1.4 



72 



CHAPTER 1. TERM 1 



Table 1.53 




Figure 1.106 



• Which numbers did Wolf catch? 





o o 







°o° 

lo o/ 



Figure 1.107 



73 



How do I get to school? 



LO 1.4 



Table 1.54 













■>\ 




^ 


^ 




5^ 


I'sfir^jH 




jP-0 3 




1 


















2 


















3 


















L 


















5 


















6 


















7 


















g 



















Figure 1.108 



• Most children: 

• The fewest children: 

• Complete: 



" 


i i 




if- 
;Tive 




3 1 




tWO 


5555 


| 



Figure 1.109 



74 



CHAPTER 1. TERM 1 



LO 1.3 




LO 5.1 




LO 5.2 




LO 5.5 





Table 1.55 



DODODODODODODOD 



O 
□ 
O 
□ 

o 

□ 

o 

D 

o 

□ 

o 

□ 

o 

D 

o 



Use tops and blocks. Paint them and 
print with them. Make your own 
picture with circles and rectangles. 



O 

a 

o 
a 
o 
a 
o 
a 
o 
a 
o 
a 
o 
a 
o 



DODODODODODODOD 



Figure 1.110 



LO 3.1 



Table 1.56 



1.11.7 Assessment 

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 



75 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures; 

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures; 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or 
as a member of a group or team) in the classroom and school environment according to given criteria or 
categories; 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours'); 

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or 
stamps represent individual elements in a collection of objects; 

Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains 
how it was sorted, and answers questions about it. 



76 CHAPTER 1. TERM 1 



Chapter 2 

Term 2 



2.1 Number Fun - Module 3 - 01 1 

2.1.1 MATHEMATICS 

2.1.2 Number Fun 

2.1.3 EDUCATOR SECTION 

2.1.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 



lr rhis content is available online at <http://cnx.org/content/m31745/!. l/>. 



77 



78 



CHAPTER 2. TERM 2 



12. develop entrepreneurial opportunities. 

• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 

The three bears help the learners to understand: 

• number concept 1 to 5; 

• counting activities in ones and twos to 20 and counting rhymes; 

• colours: purple and orange; 

• vocabulary: light, heavy, more, less, first and last; 

• shapes - circles; 

• completing a graph about how we come to school. 



2.1.5 LEARNERS SECTION 

2.1.6 Content 

• Cut out the three bears on page 2 and paste them here. 




Figure 2.1 



79 




Figure 2.2 



LO 1.3 



Table 2.1 



• Cut out. 



80 



CHAPTER 2. TERM 2 




Figure 2.3 



LO 1.1 



Table 2.2 



81 



O •' : 


* \ 


* 1 


4 i 


< < 


■ -%' 


- -%' 


■ -* 


\J 


*«.-*' 


% *.*' 


** ■ * 


i 


o 


1* **.-' 


**•"% -1- ■ 

1 " i 




* - *" 




hh 




fe 



Figure 2.4 



LO 1.3 



Table 2.3 



Draw three objects every time. 



82 



CHAPTER 2. TERM 2 





^^J^ 




Complete. 



Figure 2.5 






1 










two 




3 






2 





Figure 2.6 



LO 1.3 



Table 2.4 



• Look at your little bear. 



83 



It is round. 

Its head is a circle. 




Figure 2.7 



Draw around its head. 

Talk about: 

Can it roll? Can it slide? Does it have corners? 

• Draw many circles and colour them in. 




Figure 2.8 



L0 3.1 



Table 2.5 



84 



CHAPTER 2. TERM 2 



Look for [U+F0A1] 's in magazines and paste them here. 



Figure 2.9 



Draw: many circles. 




Figure 2.10 



Colour them orange. 



• Draw: few circles. 

• Colour them purple. 



85 




Figure 2.11 



L0 3.1 



Table 2.6 




i 
i m 

Y 

I 



y:.y-T\/i i 



! . 



,-n k%+- 






Figure 2.12 



Find a picture of something that is heavy and something that is light. 



86 



CHAPTER 2. TERM 2 




Figure 2.13 



heavy 




Figure 2.14 



light 



LO 4.6 



Table 2.7 



• Make the basket heavier. 



Figure 2.15 



87 




• Make the basket lighter. 




• Does everyone have a hat? 



Figure 2.16 




less 



Figure 2.17 



Give everyone a basket. 



CHAPTER 2. TERM 2 



Figure 2.18 



L0 4.5 



Table 2.8 



2.1.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 
to at least 100 and writes number names from 1 to at least 34; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures; 

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures; 

Assessment Standard 4.6: We know this when the learner understands language. 

2.2 Number Fun - Module 3 - 02 2 

2.2.1 MATHEMATICS 

2.2.2 Number Fun 

2.2.3 EDUCATOR SECTION 

2.2.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 



2 This content is available online at <http://cnx.org/content/m31748/!. l/>. 



89 

more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 

The three bears help the learners to understand: 

• number concept 1 to 5; 

• counting activities in ones and twos to 20 and counting rhymes; 

• colours: purple and orange; 

• vocabulary: light, heavy, more, less, first and last; 

• shapes - circles; 

• completing a graph about how we come to school. 



2.2.5 LEARNERS SECTION 

2.2.6 Content 

• A rhyme to learn: 

Five little bears 
heard a lion roar 
one went up too close 
and then there were four. 
Four little bears 
climbed up a tree 
one came tumbling down 
and there were three. 



90 



CHAPTER 2. TERM 2 



Three little bears 

tried to cook a stew 

one cut his finger 

and then there were two. 

Two little bears 

were sitting in the sun 

one stayed there far too long 

and then there was one. 

One little bear 

went for a run 

he didn't turn back again 

and now there are none. 

R. Louw 



LO 1.2 



Table 2.9 



• Count the little bears. 




Figure 2.19 



• Draw a circle around the first and last bear. 



91 



IH: 



Draw 



The 
is __ 

The 
is 

The 
is„ 



first 



second 



third 



Figure 2.20 



LO 1.1 




LO 1.3 




LO 1.4 





Table 2.10 



92 



CHAPTER 2. TERM 2 



f« 



Li. 



our 







Figure 2.21 



• Unpack the cases. 



WWW® 



5 



L f 



"i 



our 



Figure 2.22 



LO 1.3 



Table 2.11 



Complete your lunch box. Count in 2's. 



93 




10 



«* 



A 



Figure 2.23 



• Choose what you would like to have in your lunch box. 



cookies □ sweets □ cool drink □ 

white bread □ brown bread □ chips D 

biltong □ fruit juice □ apple □ 

Figure 2.24 



Fill your lunch box by pasting pictures from a magazine on it: 



LO 1.2 




LO 3.1 




LO 5.2 




LO 5.3 





Table 2.12 



• Make one more: 



94 



CHAPTER 2. TERM 2 



Figure 2.25 



Draw 4 four every time. 



£four 









Figure 2.26 



LO 1.3 




LO 1.9 





Table 2.13 



Join all the 5c coins. Count the 5c coins 5c coins. 



95 




Figure 2.27 



5 five 


5 five 


5 five 


5 five 



Figure 2.28 



LO 1.1 




LO 1.3 





Table 2.14 



• Arrange 5 dots in a different way every time. 



96 



CHAPTER 2. TERM 2 



5 five 


5 five 


5 five 


5 five 



Figure 2.29 



• Write: 



Figure 2.30 



LO 1.3 



Table 2.15 



Rearrange from 1 to 5: 



2 


1 


3 


4 


5 


1 










4 


3 


2 


1 


5 


1 










3 


2 


5 


1 


4 













97 



Table 2.16 



• Estimate how many books there are? 

• Count: books. 




Figure 2.31 



LO 1.1 




LO 1.4 





Table 2.17 



• Share out the 10 books on the bookshelf. There must be the same number of books on each shelf. 



98 



CHAPTER 2. TERM 2 






/A 











Figure 2.32 



J\ 



• There are 

• Draw: 



books on each shelf. 




Figure 2.33 



LO 1.3 




LO 1.6 





Table 2.18 



99 



2.2.7 Assessment 



Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.2: We know this when the learner counts forwards and backwards; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.9: We know this when the learner uses techniques 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures; 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours'); 

Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped 
in particular ways. 

2.3 Number Fun - Module 3 - 03 3 

2.3.1 MATHEMATICS 

2.3.2 Number Fun 

2.3.3 EDUCATOR SECTION 

2.3.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 



3 This content is available online at <http://cnx.org/content/m31754/!. l/>. 



100 CHAPTER 2. TERM 2 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Summer 

• Human Rights: Learners can be taught to be neat and tidy. 

• Inclusively: Matching to show same number - no exceptions made 

The three bears help the learners to understand: 

• number concept 1 to 5; 

• counting activities in ones and twos to 20 and counting rhymes; 

• colours: purple and orange; 

• vocabulary: light, heavy, more, less, first and last; 

• shapes - circles; 

• completing a graph about how we come to school. 



2.3.5 LEARNERS SECTION 

2.3.6 Content 



• 



Sort light and heavy objects: 



• Draw them below. 



101 




Figure 2.34 




Figure 2.35 



light 



102 



CHAPTER 2. TERM 2 




Figure 2.36 



• heavy 



L0 4.5 




LO 5.2 




LO 5.6 





Table 2.19 



Cut out, match and paste on the following page. 



103 




Figure 2.37 



LO 1.3 



Table 2.20 



Match and paste in a row. Draw arms, legs, etc. 



104 



CHAPTER 2. TERM 2 




Figure 2.38 



LO 1.4 



Table 2.21 



Complete: 





Figure 2.39 



LO 1.4 



105 



Table 2.22 




Figure 2.40 



• Which numbers did Wolf catch? 





o o 






°o° 

lo o/ 




Figure 2.41 



106 



CHAPTER 2. TERM 2 



LO 1.4 



Table 2.23 



How do I get to school? 













■>\ 




o 


^ 




5^ 


I'sfir^jH 




jP-0 3 




1 


















2 


















3 


















L 


















5 


















6 


















7 


















g 



















Figure 2.42 



• Most children: 

• The fewest children: 

• Complete: 



" 


i i 




if- 
;Tive 




3 1 




tWO 


5555 


| 



Figure 2.43 



107 



LO 1.3 




LO 5.1 




LO 5.2 




LO 5.5 





Table 2.24 



DODODODODODODOD 



O 
□ 
O 
□ 

o 

□ 

o 

D 

o 

□ 

o 

□ 

o 

D 

o 



Use tops and blocks. Paint them and 
print with them. Make your own 
picture with circles and rectangles. 



O 

a 

o 
a 
o 
a 
o 
a 
o 
a 
o 
a 
o 
a 
o 



DODODODODODODOD 



Figure 2.44 



LO 3.1 



Table 2.25 



2.3.7 Assessment 

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 



108 CHAPTER 2. TERM 2 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures; 

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures; 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or 
as a member of a group or team) in the classroom and school environment according to given criteria or 
categories; 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours'); 

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or 
stamps represent individual elements in a collection of objects; 

Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains 
how it was sorted, and answers questions about it. 

2.4 Number Fun - Module 4 - 01 4 

2.4.1 MATHEMATICS 

2.4.2 Get clever with numbers 

2.4.3 EDUCATOR SECTION 

2.4.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 



4 This content is available online at <http://cnx.org/content/m31779/!. l/>. 



109 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Autumn 

• A healthy environment: The signs of Autum. 

Activities around autumn help the learners to understand: 

• ordinals to 9; 

• number concept to 9; 

• counting activities and counting rhyme in 5's; 

• concepts of 2 more, 2 less, doubling and sharing out equally; 

• before and after on the number line; 

• introducing the minus sign "-"; 

• bonds to 6; 

• the introduction of wordsums; 

• shapes - squares and rectangles. 



2.4.5 LEARNERS SECTION 

2.4.6 Content 

• Draw a nice big autumn leaf in each block. 

• Colour them in. 

• Cut them out and paste them. 



110 



CHAPTER 2. TERM 2 



"X_"j 



Figure 2.45 



eight 



Ill 




Tree in autumn 



Figure 2.46 



• Paste 8 autumn leaves in here. 

• Count all the autumn leaves. 



LO 1.1 



Table 2.26 



• Complete the blocks with 8. 

• Write "eight" next to each picture. 



112 



CHAPTER 2. TERM 2 





en 



iht 




ei 



ght 



Figure 2.47 



• Arrange eight circles in different ways. 

• Colour the circles in. 



OO 

oo 

oo 
s oo 













Figure 2.48 



LO 1.3 




LO 1.9 





Table 2.27 



113 



Make every row 2 more. 



s 



Figure 2.49 



• Complete the numbers on the stairs . 







6 + 2 = U 




5 + 2 = □ 






1 + 2 = □ 




2 


i + 2 - □ 






2 + 2 = n 





Figure 2.50 


3 + 2 = □ 







• Complete the number sentences. 
Let the stairs help you to make two more every time. 



114 



CHAPTER 2. TERM 2 



LO 1.1 




LO 1.8 




LO 2.2 





• Make 2 less. How many are left? 



Table 2.28 



666 6 



kkkk 



fay m# 



Join the dots, 
Start at I. 

6. 




Count in T 



2 I 



Draw a rinq around the 



even numbers 



10 



2 6 Z 10 



10 



4 6 10 



Figure 2.51 



LO 1.2 




LO 1.3 




LO 2.2 





Table 2.29 



115 



• A counting rhyme for you to learn. 

5, 10, 15, 20, 

See the creatures on the go. 

5, 10, 15, 20, 

Why do they hurry to and fro? 

5, 10, 15, 20, 

It's getting colder by the day 

5, 10, 15, 20, 

And they must store some food away 

R.L. 

• Draw the animals that are busy during autumn. 



Figure 2.52 



5 6 



II 12 



Ll 15 £ 



I I I I I I I I I I 1 l_J I 1 I I I L 



s it :c 



Figure 2.53 



What comes just after 6? 

What comes just before 8? 

What comes between 10 and 12?. 

What is one more than 5? 

What is one less than 3? 

What comes between 4 and 6? 



LO 1.2 




LO 1.4 




LO 1.9 





Table 2.30 



116 



CHAPTER 2. TERM 2 



Look carefully ^jg ^^ 



© 



2 minus 
Means 2 takeaway | 

Read: 2 - 1=1 

(minus) (is equal to) 



Figure 2.54 



Complete: 



Read: 



Read: 



Read: 



Read: 




3 - I- 

/6~d\ 

oo 
V03/ 

6 - I = 

8 } 
vp^oy 

5 I = 

r OBT 

4 - l = 

Figure 2.55 



LO 1.8 



Table 2.31 



Complete: 



117 




Figure 2.56 



• Take away 2 every time: 



OOOO&& 


OOOOO oo 


^aa 


A3 


£TTTA3 


oooo 


OO 


^ZT"^ 


A3 


^aA 2 V >^ 


ooo 


oooo ooo 


^3 - 2 = . 


A3 


AZ^A 


OOOOO 


oooo oooo 


~^- — *^_ s- 


A3 


^iii = A3>^ 



Figure 2.57 



LO 1.8 



118 



CHAPTER 2. TERM 2 



Table 2.32 



• Colour in and count: 



Copy: 



nine 




Figure 2.58 



LO 1.1 




LO 1.3 





Table 2.33 



Complete: 



119 




Arrange the numbers from 1 to 9. 



Figure 2.59 



8 9 7 5^23 

I 



8 7 L 2 3 



5 6 S 



Figure 2.60 



• Complete: 

Nine comes just after 

One more than eight is. 

• Back: 



9 


8 






5 






2 








Table 2.34 



LO 1.4 




LO 1.8 





Table 2.35 



120 CHAPTER 2. TERM 2 

2.4.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.2: We know this when the learner counts forward and backwards; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100. 

2.5 Number Fun - Module 4 - 02 5 

2.5.1 MATHEMATICS 

2.5.2 Get clever with numbers 

2.5.3 EDUCATOR SECTION 

2.5.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 



5 This content is available online at <http://cnx.org/content/m31786/!. l/>. 



121 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Autumn 

• A healthy environment: The signs of Autum. 

Activities around autumn help the learners to understand: 

• ordinals to 9; 

• number concept to 9; 

• counting activities and counting rhyme in 5's; 

• concepts of 2 more, 2 less, doubling and sharing out equally; 

• before and after on the number line; 

• introducing the minus sign "-"; 

• bonds to 6; 

• the introduction of wordsums; 

• shapes - squares and rectangles. 



2.5.5 LEARNERS SECTION 

2.5.6 Content 

• Draw the same number of circles on the other side and count. It means to double. 





Figure 2.61 



122 



CHAPTER 2. TERM 2 



Double: 

1 

2 

3 

L 

5 



9 Double — Draw the circles and count. 


6 


OO 


7 




S 





Figure 2.62 



• Partners of 6. 



LO 1.1 




LO 1.9 





Table 2.36 



OOO e : v L 

OOO s,x & 




Figure 2.63 



123 




Figure 2.64 



LO 1.3 




LO 1.9 





Table 2.37 



• See how many ml of rain has fallen. 



124 



CHAPTER 2. TERM 2 




Monday 




Tuesday 



ml. 




I pour the water from 
rain gauge I into this jug. 



L 




I pour the water from 
rain gauge 2 into thisjug. 



Figure 2.65 



• Mark the answer that you think is right. 

• Mug 3 has more water. 

• Mug 4 has more water. 

• Mugs 3 and 4 have the same amount of water. 

• Find out how many teaspoonfuls of water it will take to get 
20ml of water. 



LO 1.2 




LO 4.5 





Table 2.38 



• Complete: 



125 




Figure 2.66 



• There are 4 swallows in the tree. 



Four more come and perch there as well. 
Now there are 



swallows. 



• Draw the tree and the swallows. 

• Draw 9 circles in different ways. 



OOO 

ooo 
ooo 











Table 2.39 



LO 1.8 




LO 1.9 





Table 2.40 



Complete: 



126 



CHAPTER 2. TERM 2 



oo oo 
oooo 


eight 


OOQ-Q 

OOOO 


nine 






WW 




d2% 













Figure 2.67 



first second third fourth fifth sixth seventh eighth ninth 



The 



IS 



The V 



The^ 
The 

The m 



is 



is 



IS 



IS 



Figure 2.68 



• 1 Bird has wings. 

• 3 Birds have 



wings. 



• Draw the birds: 



LO 1.2 




LO 1.3 




LO 1.4 





Table 2.41 



127 



^^ S.I can add S Oa)JJ 

® ® O 



Figure 2.69 



7 


6 


4 


8 


9 


5 


3 


7 


2 


-2 


-2 


-2 


-2 


-2 


-2 


-2 


-2 


-2 


5 



















Table 2.42 




Figure 2.70 



• Share the sweets equally. 



128 



CHAPTER 2. TERM 2 





\, 



Peter. 3 




nmu: . 



Anne: 3 




\, 



Thorn; _ 





John; . 



Linda 



\i 



Susan: 





James : , 



Figure 2.71 



LO 1.8 




LO 1.9 




LO 2.2 





Table 2.43 



Halve: Divide equally. Each one gets . . . 



L 



©©©:©©©© 8 



Figure 2.72 



• Halve: 



2 4 6 8 



Table 2.44 



• Now halve these as well: 



129 



ooo 
ooo" 


Each one 

gets 


OOOO 

oooo 


Each one 
gets 


oo 
oo 


Each one 
gets 


oo 


Each one 
gets 



Figure 2.73 



LO 1.6 



Table 2.45 




Figure 2.74 



Here is a block. 



Stand in front of the block . 

Draw all around the edges of the block. 

Draw the shape here. 

This shape is called a SQUARE. 



130 



CHAPTER 2. TERM 2 




Figure 2.75 



• Look at the. 



ecjhoek 



en die vier 



kant 



Figure 2.76 



Discuss: 

• Are they the same? 

• How do they differ? 



Colour in the squares only. 



□ 






o 
O 



□o 

AD 



Figure 2.77 



LO 3.1 




LO 5.2 





Table 2.46 



131 



2.5.7 Assessment 



Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assesseringstandaard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.2: We know this when the learner counts forward and backwards; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100. 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures; 

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures; 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours'). 



132 CHAPTER 2. TERM 2 



Chapter 3 

Term 3 



3.1 Get clever with numbers - Ol 1 

3.1.1 MATHEMATICS 

3.1.2 Get clever with numbers 

3.1.3 EDUCATOR SECTION 

3.1.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 



lr rhis content is available online at <http://cnx.org/content/m31789/!. l/>. 



133 



134 



CHAPTER 3. TERM 3 



12. develop entrepreneurial opportunities. 

• Integration of Themes: Winter 

• A healthy environment: Clean water. 

• Inclusively: Water for everyone. 

• Human Rights: Everyone's right to use the source - water. 

Activities around winter help the learners to understand: 



number concept to 10; 

counting in fives, twos and threes; 

concept of +4 and -4; 

doubling and halving; 

sharing out equally; 

bonds to 8; 

word sums; 

shapes - circle, triangle, square and rectangle; 

money; 

direction; 

measuring length with thumbs; 

graphs. 



3.1.5 LEARNERS SECTION 

3.1.6 Content 



• Count the umbrellas. 

• Colour them. 









10 
ten 






Figure 3.1 



• Fill in: 



135 



00000 000 


s 


eight 


000 000 
000 




nine 


<^s<?P> <^ <£& <2^ 

li % fjr % lb 

<^<2^> <2^ <2^ <Z^ 

la m &» 5s «> 


10 




a©@€)#©@€) 




eight 


6 6 6 6 6 ^) 6 


7 





Figure 3.2 



Walk to school with me: 



L0 1.1 




L0 1.3 





Table 3.1 






o 



©Of 



^> 



<HD 






O 



<iD 







Figure 3.3 



136 



CHAPTER 3. TERM 3 



LO 1.7 



Count: 



Table 3.2 



5 >*N ^T-yyg 



X 



•f^< *\ / 



&ZS3b 






PngB B[T| 1 




Figure 3.4 



• Double the number of houses 

• Halve the number of windows 

• umbrellas ; 2 blow away umbrellas remain behind. 

• shoes = pairs. 

• Six children have eyes. 



LO 1.7 




LO 1.9 





Table 3.3 



Use Os, | |s and 



s to build a picture of your own. 



Figure 3.5 



• Draw your picture. 



137 




Figure 3.6 



• The fence around the school looks like this: 



X 


X 


X 


z^ x 



Figure 3.7 



• Make it longer. 




Figure 3.8 



• This shape is a triangle. A triangle has corners. 



How many triangles can you find in the fence? 



138 



CHAPTER 3. TERM 3 



triangles. 

• Colour the triangles. Use a different colour for each one. 



LO 2.1 




L0 3.1 





Table 3.4 



Di 



raw your own pattern 



Draw your own pattern: 

Only use Q s, O s anc l /Vs. 



Draw your own pattern: 
Only use \^s and /\'s. 



Look for pictures that show a /\and paste them in this space. 



Figure 3.9 



LO 2.3 




LO 3.1 





Table 3.5 



Complete the number sentences. 



139 





Figure 3.10 



• Use counters or draw a picture. There are 7 apples on the tree. I pick 3 Now there are 
apples. 



• You have six apples. Put an equal amount in each of two baskets. Each basket has 
apples. 



• John picks 3 apples. Peter picks 3 apples. Charley picks 3 apples. John picks 3 apples. Peter picks 3 
apples. Charley picks 3 apples apples in the basket. 



LO 1.7 




LO 1.9 





Table 3.6 



3.1.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 



140 CHAPTER 3. TERM 3 

Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using 
physical objects and drawings (e.g. using colours and shapes); 

Assessment Standard 2.3: We know this when the learner creates own patterns; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures. 

3.2 Get clever with numbers - Module 5 - 02 2 

3.2.1 MATHEMATICS 

3.2.2 Get clever with numbers 

3.2.3 EDUCATOR SECTION 

3.2.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Winter 

• A healthy environment: Clean water. 

• Inclusively: Water for everyone. 

• Human Rights: Everyone's right to use the source - water. 



2 This content is available online at <http://cnx.org/content/m31790/!. l/>. 



141 



Activities around winter help the learners to understand: 



number concept to 10; 

counting in fives, twos and threes; 

concept of +4 and -4; 

doubling and halving; 

sharing out equally; 

bonds to 8; 

word sums; 

shapes - circle, triangle, square and rectangle; 

money; 

direction; 

measuring length with thumbs; 

graphs. 



3.2.5 LEARNERS SECTION 

3.2.6 Content 

• Friends of 7 




Figure 3.11 



• Complete: 

+ 4 = 

6 + 1 = .... 
2 + 5 = .... 

7 + = .... 
5 + 2 = .... 

7- 1 = 

7-6 = 

7-5 = 

7-2 = 

7-4 = 



142 



CHAPTER 3. TERM 3 



LO 1.7 




LO 1.9 





Table 3.7 



• Breaking up 7: 

7 = 1 + 6 

7 = + 

7 = + 

7 = + 

7 = + 

7 = + 

7 = + 

• Climb to the top of the tree. Pick the apples. 



7-7 = 




Figure 3.12 



Complete the number sentences. 



LO 1.7 




LO 1.9 





Table 3.8 



Divide equally: 



143 



V •• q 


/""•"\ f^*~\ f^\ 


• • • • • 
• • 

• • • • • 


-6b 


• • • • 

# • • • 


]-00 


• • • 

• • • 


>ooo 




Figure 3.13 



• Find the prices of 3 products in a newspaper. Paste them here. 



Figure 3.14 



Which product is the most 
expensive? 



v 



continued on next page 



144 



CHAPTER 3. TERM 3 



• Which product is the 
cheapest? 




X 


• Use a pocket calculator to 
find out what it will cost to 
buy everything? 

• R 







Table 3.9 



LO 1.6 




LO 1.5 





Table 3.10 



We eat healthy food: Ask your friends what they eat. 



carrot 



pumpkin 





peas sweet potato 



1 










2 










3 










L 










5 










6 










7 










S 










9 










K> 











Figure 3.15 



• What we like more 

• What we like less 

• What we like least 

• Write your own sums of 7: 

• Use - and + 



145 




Figure 3.16 



L0 5.5 




LO 1.7 





Table 3.11 




Figure 3.17 



146 



CHAPTER 3. TERM 3 



Estimate how many sums you have to do before you can eat the fruit? 



• Count the sums 

• Did you estimate correctly? Yes or No. 



sums. 



sums. 



• Here you have one apple. 



LO 1.7 



Table 3.12 




Figure 3.18 



• I cut it in half. 




Figure 3.19 



Now I have 

• Do the same with: 



halves. 



147 



one pear 





ves 



hal 



Ives 




ves 



Figure 3.20 



Two halves are equal to whole. 



LO 1.9 



Table 3.13 



• Colour these shapes and cut them out. 

• Fold them in half. 

• Cut along the fold. 

• Paste them alongside each other. 



148 



CHAPTER 3. TERM 3 




Figure 3.21 



LO 1.9 



• What do you notice? 



Table 3.14 



halves are equal to one whole. 



LO 1.9 



Table 3.15 



Fill in the numbers: Begin with 2, 4, 



149 



i 6 







32 



26 



Figure 3.22 



• One pumpkin costs R4,00. 

• Two pumpkins cost R 



• Three pumpkins cost R 

• How much do I pay if I buy the following? 

3 apples at R5,00 

1 pumpkin at R4,00 

2 oranges at R1,00 

The total price of everything is R 



LO 1.5 




LO 2.2 





Table 3.16 



3.2.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 



150 CHAPTER 3. TERM 3 

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or 
stamps represent individual elements in a collection of objects. 

3.3 Get clever with numbers - Module 5 - 03 3 

3.3.1 MATHEMATICS 

3.3.2 Get clever with numbers 

3.3.3 EDUCATOR SECTION 

3.3.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 



3 This content is available online at <http://cnx.org/content/m31792/!. l/>. 



151 



9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 



• Integration of Themes: Winter 

• A healthy environment: Clean water. 

• Inclusively: Water for everyone. 

• Human Rights: Everyone's right to use the source - water. 

Activities around winter help the learners to understand: 



number concept to 10; 

counting in fives, twos and threes; 

concept of +4 and -4; 

doubling and halving; 

sharing out equally; 

bonds to 8; 

word sums; 

shapes - circle, triangle, square and rectangle; 

money; 

direction; 

measuring length with thumbs; 

graphs. 



3.3.5 LEARNERS SECTION 

3.3.6 Content 

• Estimate and count. 




Figure 3.23 



152 



CHAPTER 3. TERM 3 



• Estimate 

• Count — 



• Halve: 10 12 

• Double: 3 6 



LO 1.1 




LO 1.9 





Table 3.17 



Use uour thumb to measure 




mu thumb 



D 



thumbs 

thumbs 




, thumbs 




Figure 3.24 



• The longest one is thumbs. 

• The shortest is thumbs. 



Complete: 



153 




Figure 3.25 



LO 1.7 




L0 4.5 





Table 3.18 



lA2A3/UA5A6A7/(8) 







Figure 3.26 



• Breaking up 8: 

= 1 + 7 

8 = + 

8 = + 

8 = + 

8 = + 

8 = + 

8 = + 

• Throw the dice for partners of i 



154 



CHAPTER 3. TERM 3 





1+7 = 8 




3 + . 



J o o 



L + . 




6 + 



V 




= 8 




.. =8 

e 

.. =8 




2 + 






5 + 



o O 

o°o| 
o 0j 



7 + 




= 8 




= s 




= g 



Figure 3.27 



LO 1.9 



Table 3.19 



• What is 




He walks to the left. 



She walks to the right. 



Figure 3.28 



155 



9 I walk to the office. J \ 

I turn to the ggfH ft 

(leftornqht?) ■ 7 <rft 

D my classroom 

9 I walk to the Grade 2 classroom. i i tof^ 

I turn to the ^>-^^S> 

TL T * ssr? q r 

I hen 1 turn |r^< wpo™| 

Use arrows to show how you Gr3 | i_j \ 

go to the Grade 3 classroom. I ~0 V J \ 

turn... at the second gg) ft r^^ 

passage. Then I turn |m,jcio S5 r omj 



Figure 3.29 



LO 3.6 



Table 3.20 



• Take an orange: 

• Peel it carefully. Estimate and count the sections. 

estimate. 

count. 

• Complete the number sentences. 

3 + 4 = 

5 + 3 = 

6 + 2 = 

8 + = 

7+ 1 = 

4 + 2 = 

1 + 5 = 

1 + 3 = 

7-2 = 

7-6 = 

8- 1 = 

8-2 = 

6-4 = 

6-2 = 

5-3 = 

5-2 = 



156 



CHAPTER 3. TERM 3 



LO 1.7 



Table 3.21 



• Count in 3s: 

• Complete the sums with 



b6 £) 66 *%} 

•o W &®Q ^ 






+ 1 = 8) [... + 3 = 










[... + 2 = 8)V?" 5 = "7 I5-7 = ..J 






Figure 3.30 



• Before 8 we have 

• After 8 we have 

• Between 9 and 7 we have 

• Double 8 

• Halve 8 



LO 1.2 




LO 1.7 





Table 3.22 



Add and build a snowman. 



157 




Figure 3.31 



• What comes before: 

11 

12 

10 

9 

8 

• What comes after: 

11 

12 

10 

7 

6 



LO 1.2 




LO 1.4 




LO 2.2 





Table 3.23 



Quick thinking: 



158 



CHAPTER 3. TERM 3 



6 \ 












3 \\ 










+L 






7 






/ 










/ 








V 


















Figure 3.32 









6 + 4 = 

3 + 4 = 

2 + 4 = 

1 + 4 = 

5 + 4 = 



l0 \ 






\ 






<k\ 










-L 






7 






/ 










/ 








/ 






(/ 








Figure 3.33 





6-4 = . 
7-4 = . 

8-4 = . 
9-4 = . 
10-4 = 



159 







Figure 3.34 



• One bag of flour weighs 2 kg. 

• Alt All of the bags together weigh 



kg. 



LO 1.7 



Table 3.24 



• We cook soup: 

• One cup of soup costs 50c. 

• I sell 2 cups of soup. 

• IgetR 



• I sell 4 cups of soup. 

• IgetR 



• We bake pancakes. 
One pancake costs 20c. 

• I sell 2 pancakes. Now I have 
I sell 3 more pancakes for 

• Now I count all my money. 

Soup R 

pancakes R 

Altogether I have R 



LO 1.5 



Table 3.25 



160 CHAPTER 3. TERM 3 

3.3.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; 

Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a 
member of a group or team) to move or place self within the classroom or three-dimensional objects in 
relation to each other; 

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assesseringstandaard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures. 

3.4 Get clever with numbers - Module 6 - 01 4 

3.4.1 MATHEMATICS 

3.4.2 Get clever with numbers 

3.4.3 EDUCATOR SECTION 

3.4.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 



4 This content is available online at <http://cnx.org/content/m31796/!. l/>. 



161 

number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Signs of spring 

• A healthy environment: Learners are made aware of plant and animal life in nature and how they need 
to care for these. The origins of life in nature can also be discussed. 

• Inclusively: Everyone needs plants and animals in order to survive. Discuss 

• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be 
responsible for odd jobs at home and earn their pocket money. 

Activities around signs of spring help learners to understand: 

• number concept to 11; 

• counting in twos, threes and fives; 

• counting backwards; 

• repetitive addition; 

• bonds to 10; 

• ten and a number; 

• +4 and -4; 

• doubling, halving and sharing; 

• train sums; 

• shapes - oval; 

• capacity - litre; 

• measuring distance. 



3.4.5 LEARNERS SECTION 

3.4.6 Content 

• Count the berries 



162 



CHAPTER 3. TERM 3 




Figure 3.35 



• There is a mouse in my house! 

• Determine which mouse has run the furthest. 

• Mark it like this: y/. 

• Determine which mouse is closest to the hole. Mark it like this: X. 

• What will you use to measure the distance? 



n_ 




Figure 3.36 



LO 1.1 




L0 4.5 





Table 3.26 



163 



Count :- 




Figure 3.37 



There are donkeys in the field. 

There are legs. 

There are ears. 

There are eyes. 

There are tails. 

Count: 4, 8, , 20. 

• Complete: 




LO 1.1 




LO 1.8 




LO 2.2 





Table 3.27 



Complete the numbers up to 20. 



164 



CHAPTER 3. TERM 3 



A/V 



Figure 3.39 



Write the number name for: 



comes before 10 
. ... comes before 8 
. ... comes before 13 
. ... comes before 15 
. ... comes before 12 
. ... comes before 11 
. ... comes before 20 
. ... comes before 17 



3 three 


4 


10 


6 


7 


8 


1 


9 


3 


2 


5 


2 



Table 3.28 



• Divide equally: 




S= 






3 — 




2. 1,JI 



rfe 



~® © IS ® <S> © 



1§T® 



Figure 3.40 



LO 1.3 




LO 1.4 




LO 1.6 




LO 1.9 





165 
Table 3.29 



• There are 3 chickens in the run. 

• Each one lays 3 eggs. 

• Now there are eggs. 

• There are 12 eggs in one dozen. 

• There are eggs in half a dozen.. 

• Count backwards: 



@©oooooc 
®@ooo 
©®oo 
@©ooooo 



Figure 3.41 



• The shape of this egg is an oval. 




Figure 3.42 



oval 

• Colour in each oval. 



166 



CHAPTER 3. TERM 3 




Complete the bonds of 9. 



Figure 3.43 



LO 1.2 




LO 1.7 




LO 3.1 





Table 3.30 




9 = + . 

9 = + . 

9= + . 

9 = + . 

9 = + . 

9= + . 

9= + . 

9= + . 



Figure 3.44 



LO 1.8 



Table 3.31 



167 




Figure 3.45 



1+ [ ]»<J 






8 + 


= <? 


L+\ZJ^ 






3 + 


= 9 


2+ n=s 






6 + 


= S 


7+ =S 


Figure 


3.46 


5 + 


= S 



LO 1.8 



Table 3.32 



• The mouse is looking for a piece of cheese:- 




Figure 3.47 



168 



CHAPTER 3. TERM 3 




Figure 3.48 




Figure 3.49 



• Each bottle contains 1 £ of milk. 

There are £ of milk altogether. 

• I drink 2£ . 

Now there are £ left. 

• 1 £ of milk costs R2.00. 

I pay R for 6 £ of milk. 



LO 1.8 




LO 1.5 




LO 4.6 





Table 3.33 



• Train sums: 



169 



yb +3 9- 2 B-'Q + ^ 



1§ — @T ®~© W© ^T© <32)<s) 



Figure 3.50 



3+£-2= 
3 + £-l = 
2+L-2= 
2+2+3= 



6 + 1-4- = 
6+2-£= 
9-3-3= 

8-Z.-2- 



Draw a picture. Use only 0's D's A s and I | 's. 



Figure 3.51 



LO 1.8 




L0 3.1 





Table 3.34 



170 



CHAPTER 3. TERM 3 




9 There are 6 eggs in the pan. 

Jo 

9 I get and Peter gets 

9 Divide: 

6 eggs among Peter, John and James. 

o ' o 

o o o 

Each one gets e 33 s - 

9 Divide 12 eggs among 6 children. 

O Q O Q O O 

O O O O O O 

Each o ne gets e ggs. 

© Divide ^ eggs among 3 children. 

ooooooooo 

Eac h one gets e 99 s * 

Figure 3.52 



Think quickly. 



LO 1.6 



Table 3.35 





7 


8 


9 


6 


3 


2 


1 


4 


5 


+4 


11 



















Table 3.36 



Complete: 



Table 3.37 



171 





7 


8 


9 


10 


4 


5 


7 


6 


8 


11 


-4 


























Figure 3.53 



LO 1.8 



Table 3.38 



3.4.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.2: We know this when the learner counts forward and backwards in; 



172 CHAPTER 3. TERM 3 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures. 

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures; 

Assessment Standard 4.6: We know this when the learner is introduced to the litre. 

3.5 Get clever with numbers - Module 6 - 02 5 

3.5.1 MATHEMATICS 

3.5.2 Get clever with numbers 

3.5.3 EDUCATOR SECTION 

3.5.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 



5 This content is available online at <http://cnx.org/content/m31797/!. l/>. 



173 

Critical and developmental outcomes: 
The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Signs of spring 

• A healthy environment: Learners are made aware of plant and animal life in nature and how they need 
to care for these. The origins of life in nature can also be discussed. 

• Inclusively: Everyone needs plants and animals in order to survive. Discuss 

• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be 
responsible for odd jobs at home and earn their pocket money. 

Activities around signs of spring help learners to understand: 

• number concept to 11; 

• counting in twos, threes and fives; 

• counting backwards; 

• repetitive addition; 

• bonds to 10; 

• ten and a number; 

• +4 and -4; 

• doubling, halving and sharing; 

• train sums; 

• shapes - oval; 

• capacity - litre; 

• measuring distance. 



3.5.5 LEARNERS SECTION 

3.5.6 Content 

• Complete: 



174 



CHAPTER 3. TERM 3 




Figure 3.54 



4,8, 



-,20, 



•,32, 



40. 



LO 1.7 




LO 1.8 




LO 2.2 





Table 3.39 



• Take a lc, 2c and 5c coin and rub them off here with your pencil. 

• What do you see on all three coins? 




Figure 3.55 



• Take a 10c, 20c and 50c coin and rub them off here with your pencil. 

• What do you see on all three coins? 



175 




Figure 3.56 



• In my purse I have: 




Figure 3.57 




Figure 3.58 



176 



CHAPTER 3. TERM 3 







Figure 3.59 




Figure 3.60 



LO 1.5 



Table 3.40 



177 




Figure 3.61 



5 


4 


3 


1 


8 


purple 


black 


yellow 


red 


brown 



Table 3.41 




Figure 3.62 



178 



CHAPTER 3. TERM 3 




Figure 3.63 



How many flowers? 
Double them 



• Double: 



LO 1.2 




LO 1.8 




LO 1.9 





Table 3.42 




Figure 3.64 



• Halve: 



179 




Figure 3.65 



Complete: 





2 


3 


6 


4 


7 


8 


+2 














+3 














+4 















Table 3.43 





6 


8 


9 


10 


7 


5 


-2 














-3 














-4 















Table 3.44 



LO 1.8 




LO 1.9 





Table 3.45 



Count in 2's. 



180 



CHAPTER 3. TERM 3 



• » # • • 



13 



<$®&%T 



2 t 




Figure 3.66 



Count: 



10^ 



g- 



*£3tf 



C 



Figure 3.67 



181 



10^ 



&£ 



r 



Figure 3.68 



• Write the bonds of 10. 







Figure 3.69 



LO 1.8 




LO 1.9 





Table 3.46 



Write the bonds of 10. 



182 



CHAPTER 3. TERM 3 




Figure 3.70 



Complete: 



10 = .... 
10 = 
10 = 
10 = 
10 = 
10 = 
10 = 
10 = 



+ 
+ 
+ 



• Count: 1, , 3, , , , 7, 

• comes after ten 11 eleven 11 



•i i 



10, 11. 



LO 1.2 




LO 1.8 





Table 3.47 



• In which order does the seed grow? 



183 




'"?■ %:':■ '■'■ 





$- 



Figure 3.71 



• Complete: 

12 = 10 + 

13 = 10 + . . 

14 = 10 + . . 

15 = 10 + .. 

16 = 10 + . . 
17= 10 + .. 

18 = 10 + . . 

19 = 10 + . . 





1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


+10 























Table 3.48 



LO 1.9 




LO 4.2 





Table 3.49 



3.5.7 Assessment 

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.2: We know this when the learner counts forward and backwards in; 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 



184 CHAPTER 3. TERM 3 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of 
time they take (longer, shorter, faster, slower). 

3.6 Get clever with numbers - Module 6 - 03 6 

3.6.1 MATHEMATICS 

3.6.2 Get clever with numbers 

3.6.3 EDUCATOR SECTION 

3.6.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Signs of spring 



6 This content is available online at <http://cnx.org/content/m31799/!. l/>. 



185 

• A healthy environment: Learners are made aware of plant and animal life in nature and how they need 
to care for these. The origins of life in nature can also be discussed. 

• Inclusively: Everyone needs plants and animals in order to survive. Discuss 

• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be 
responsible for odd jobs at home and earn their pocket money. 

Activities around signs of spring help learners to understand: 

• number concept to 11; 

• counting in twos, threes and fives; 

• counting backwards; 

• repetitive addition; 

• bonds to 10; 

• ten and a number; 

• +4 and -4; 

• doubling, halving and sharing; 

• train sums; 

• shapes - oval; 

• capacity - litre; 

• measuring distance. 



3.6.5 LEARNERS SECTION 

3.6.6 Content 

• The story of eleven. 




Figure 3.72 



The number name of is eleven. 

11 comes before 

11 comes after 

11 is one less than 

11 is one more than 

11 is between and 



186 



CHAPTER 3. TERM 3 



SN^^ 



9 + 2 = 11 



io ^m 

8 







10 + 



; + 



7 + 



6 + 



= 11 



11 



= 11 



11 



Figure 3.73 



LO 1.4 




LO 1.7 





Table 3.50 



• Quick quizzi- 
ng 1 = 11 

10 + 2 = 

10 + 3 = 

10 + 4 = 

10 + 5 = 

10 + 6 = 

10 + 7= 

10 + 8 = 

• Complete the bonds of 10. 



187 




S+_ 7+_ 



Figure 3.74 



• Count: 
3,6, 



-,15, 



.,24, 



., 30. 



LO 1.7 




LO 1.8 




LO 2.2 





Table 3.51 



188 



CHAPTER 3. TERM 3 



9 There are 3 eggs in each nest. 
There are e 99 s * 

3 + 3= A 

9 There are 2 eggs in each nest. 

There are e 99 s - 

2+2+2-A 

® There are L chicks in each nest. 
There are chicks. 

L+L=A 

9 There are 3 chicks in each nest. 
There are chicks. 

3+3+3=A 







Figure 3.75 



4 + 4 + 4 = 

3 + 3 + 3 = 

2 + 2 + 2 = 

5 + 5 + 5 = 

4 + 4 = 

3 + 3 = 

2 + 2 = 

5 + 5 = 

6 + 6 = 



LO 1.7 



Table 3.52 



Think carefully! Ask your friend to check whether your sums are correct. 



3 + 3 + 1 = ... 
4 + 4-2 = 



189 



6 + 6-2 - 
5 + 5-2 - 
3 + 2-2 - 
8 + 1-3 -- 
6-2 + 3 - 
6-4 + 3 - 

7 + 2-1 -- 
9- 1 -2 = 
10-2-2 
9-3-5 = 
6-3 + 2 = 
7+ 1-1 = 

8 + 1 + 1 
7 + 2-4 = 

• Double: 




Figure 3.76 



• Halve: 




Figure 3.77 



190 



CHAPTER 3. TERM 3 



Count in 5's: 



LO 1.8 




LO 1.9 




LO 1.10 





Table 3.53 




Figure 3.78 



• Do the magic square of 10. 





10 




3 








5 






2 


2 



Table 3.54 



Find pictures that look like a triangle. Paste them here. 



191 



Figure 3.79 



LO 1.2 




LO 1.8 




LO 3.1 





Table 3.55 



3.6.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.2: We know this when the learner counts forward and backwards in; 

Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Assessment Standard 1.10: We know this when the learner explains own solutions to problems. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures. 



192 CHAPTER 3. TERM 3 



Chapter 4 

Term 4 



4.1 Number Fun - Module 7 - 01 1 

4.1.1 MATHEMATICS 

4.1.2 Number Fun 

4.1.3 EDUCATOR SECTION 

4.1.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 



lr rhis content is available online at <http://cnx.org/content/m31804/!. l/>. 



193 



194 CHAPTER 4. TERM 4 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Spring 

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. 

• Human Rights: Learners should be protected against poisons. 

Activities around spring in nature: 



• counting to 50 and to 100; 

• counting back from 38; 

• counting in l's, 2's, 3's, 4's, 5's and 10's; 

• number concept 1 to 17; 

• bonds to 9, incidentally to 12; 

• +5 and -5; 
shapes - characteristics of cubes, blocks and spheres; 
position changes shapes; 
length of shadows; 

time: days of the week, today, yesterday and tomorrow; 
wordsums with money. 



Learners must listen carefully to the poem. Ensure that they can say the names of the days in the correct 
order. Ask questions about the activities that describe each day in the poem. 

They need to cut out the names of the days of the week, ordinals and pictures on p. 2 and paste them 
in the correct spaces as directed on the clock on p. 3. 

The completed clocks can be mounted on cardboard. String can be threaded through the holes and the 
clocks can be displayed in the classroom. 

4.1.5 LEARNERS SECTION 

4.1.6 Content 

• Listen to the poem. 



• 



Listen again and say the poem together. 
Decorate the page. 



Sunday is the first day. 
of every week, 
of every year. 

The second day is Monday. 
wake up early so 
and off to school we go. 
The third day is Tuesday. 
porridge for me and you 
and some fruit juice too. 
The fourth day is Wednesday. 
I'll straighten your tie 
and dish up some pie! 
The fifth day is Thursday. 
the sun will shine 
the day is fine. 
The sixth day is Friday. 
there's a cake to bake 
for goodness sake! 



195 



And then its the seventh day 

it's Saturday. 

no school today! 

Sunday, Monday and Tuesday 

Wednesday, Thursday and Friday. 

SA-TUR-DAY! 

G.J.M.HIP - HIP - HOORAY! 



LO 4.2 



Table 4.1 



4.1.6.1 My clock for the week 

• Cut out. 

• Paste. 

• Listen again to the poem so that you will know where to paste the pictures. 

• Decorate your clock with pretty patterns. 

Monday 

Wednesday 

Friday 

Saterday 

Tuesday 

Thursday 

Sunday 

first 

third 

second 

fourth 

sixth 

seventh 

nth 



196 



CHAPTER 4. TERM 4 



4.1.6.2 My clock for the week 




Figure 4.1 



LO 4.2 




LO 5.5 





Table 4.2 

• Complete the following sentences. 

• Let your clock of the week help you. 

1 . Today is 

2 . Tomorrow is 

3. Yesterday was 

4 and are weekend. 

5. There are days in a week. 

6. The first day of the week is 

7. The last day of the week is 

8 comes after Monday. 

9 comes after Thursday. 

10 comes before Monday. 

11 comes before Thursday. 



LO 4.2 




L0 4.3 





Table 4.3 



197 



4.1.6.3 My clock for the day 

• Read. 




Figure 4.2 



Draw your own pictures to match the time of day /night. 



LO 4.1 



Table 4.4 



• Follow the path of the bee to every flower. 

• Count the flowers. 

• Write the number and number name. 



198 



CHAPTER 4. TERM 4 



12 twelve 




Figure 4.3 



LO 1.1 




LO 1.3 





Table 4.5 



Complete the sentences 



1. 12 comes after 

2. 12 is one more than. 

3. 2 more than ten is.... 

4. 2 less than 12 is 



• Here are flowers . 



199 




Figure 4.4 



• Halve the 12 flowers. 

The half of 12 is 

• Here are flowers . 




Figure 4.5 



Draw the same number. (Double.) 



r\,o 



Figure 4.6 



12 doubled is. 



LO 1.3 




LO 1.4 





Table 4.6 



200 



CHAPTER 4. TERM 4 



• I have 12 doves. 

• Here they are. 




Figure 4.7 



Some fly to their nests. How many stay outside? 



&S &X 



TT4 

10 



lil^HS 



n 



7 




12 



ns=us 



8 




• Write the sums to make 12. 
10 + 2 = 12 



Figure 4.8 



LO 1.7 



Table 4.7 



201 



• Think with dice. 



F^ ^ 



Mi^J 



FV^ I? 



5=.. 



3+3 = 



Figure 4.9 



• Write the number sentences and the answers. 



R^X p^ZX ^v 












* X^ ^ 




^t 



F^ 






1» » 












F^* 



F^ F^ 







• • 



F^ 



M^ 



FP^ F^ 



^4U 



^^k I^V^x Fv^ 



M! 



• • 



• 



F?% 



• » 






Ms_s, 



Figure 4.10 



• Count: 
3+ 3 , 6+ 3 , 



36 



202 CHAPTER 4. TERM 4 



LO 1.2 




LO 1.7 





Table 4.8 



4.1.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.2: We know this when the learner counts forward and backwards in; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.1: We know this when the learner describes the time of day using vocabulary 
such as 'early', late morning', 'afternoon' and 'night'; 

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of 
time they take (longer, shorter, faster, slower). 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or 
stamps represent individual elements in a collection of objects. 

4.2 Number Fun - Module 7 - 02 2 

4.2.1 MATHEMATICS 

4.2.2 Number Fun 

4.2.3 EDUCATOR SECTION 

4.2.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 



2 This content is available online at <http://cnx.org/content/m31825/!. l/>. 



203 

number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Spring 

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. 

• Human Rights: Learners should be protected against poisons. 

Activities around spring in nature: 



counting to 50 and to 100; 

counting back from 38; 

counting in l's, 2's, 3's, 4's, 5's and 10's; 



• number concept 1 to 17; 



• 



bonds to 9, incidentally to 12; 



• +5 and -5; 



• 



shapes - characteristics of cubes, blocks and spheres; 

• position changes shapes; 

• length of shadows; 

• time: days of the week, today, yesterday and tomorrow; 
wordsums with money. 



• 



4.2.5 LEARNERS SECTION 

4.2.6 Content 
4.2.6.1 Sums in the sun 

• Work with a friend. 



204 



CHAPTER 4. TERM 4 



Complete. 




Figure 4.11 




Figure 4.12 



Count backwards. 



38, 36, 



22 



LO 1.2 




LO 1.8 




LO 2.2 





Table 4.9 



4.2.6.2 Build triangles with numbers 

• Bonds of 8 are .... 



205 




Figure 4.13 



Bonds of 9 are .... 



• Complete. 




Figure 4.14 




Figure 4.15 



LO 1.2 




LO 1.8 





Table 4.10 



206 



CHAPTER 4. TERM 4 



4.2.6.3 Mom's birthday 




Figure 4.16 



• Mom has red roses. Two break off. 

Now there are roses left. 

• She has roses left over. She gives three away. 

Now there are only roses left. 

• Would you like to draw the roses? 



LO 1.9 



Table 4.11 

• Work with a friend. 

• Stand outside in the sun at 12 o'clock. 

• See how long your shadow is. 

• Ask your friend to measure the length of your shadow with his/her feet. 

• He/she says, "The length of your shadow is feet. 

• (Now let your friend stand and you measure his/her shadow.) 

• Do the same one hour later. 

• Now my shadow is (longer/shorter) 

• Find out why? 



LO 4.2 



207 



Table 4.12 



Use the balance and measure .... 




Figure 4.17 



1 tops are heavier than my rubber. 

2. 5 tops are than my pencil, (lighter/heavier) 

3. The rubber is than my pencil., (lighter/heavier) 

4. My pencil is as heavy as 

5. My pencil sharpener is than my rubber, (lighter/heavier) 

6 tops measure the same as my pencil. They have the same mass. 



LO 4.5 



Table 4.13 



• There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my gar- 
den 

• I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked flowers. 

• I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were 
apples in the basket. 



• Draw an apple: 

from the top 
from the side 
from the bottom 



LO 1.8 




LO 3.5 





Table 4.14 



208 



CHAPTER 4. TERM 4 



• Everything has a shape. 

• Can you see what these shapes are? 




aboard 




tree 




9"' 



ass 



1 1 










o 


o 




u u 




tin 



Figure 4.18 



• Join the shape to its name. 

• What do these look like from the top? 

• Guess - will their shapes be the same? 

Yes or no? 

• Give a reason for your answer. 

• This is what they look like from the top. Join them. 



kj- 



o 
□ 



glass 

tree 

tin 

cupboard 



Figure 4.19 



L0 3.1 




L0 3.5 





Table 4.15 



209 



X 




/ 




, 






cube/block 






Y 




Figure 4.20 



• Draw the cube/block from the top. 

• Draw the cube/block from the x. 

• Draw the cube/block from the bottom. 

• Discuss the shapes of the cube's/block's faces which you have drawn. 



Choose one and colour it. 



The faces are all the same shape. 












The faces are all different. 







Table 4.16 



LO 3.1 




LO 3.5 





Table 4.17 



Z7\ 



Figure 4.21 



• This is a cube. 

• It looks like a... 



210 



CHAPTER 4. TERM 4 




Figure 4.22 



• This is a sphere. 

• It looks like a 

• Complete. 

The can roll. 

The cannot roll. 

The has corners. 

The has no corners. 



L0 3.1 




LO 3.2 





Table 4.18 



• Draw: 

a big cube 

a small cube 
a big sphere 
a small sphere 



LO 3.1 



Table 4.19 



4.2.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.2: We know this when the learner counts forward and backwards in; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 



211 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures. 

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical 
two-dimensional shapes and three-dimensional objects; 

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in 
relation to another (e.g. 'in front' or 'behind'); 

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of 
time they take (longer, shorter, faster, slower). 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures. 

4.3 Number Fun - Module 7 - 03 3 

4.3.1 MATHEMATICS 

4.3.2 Number Fun 

4.3.3 EDUCATOR SECTION 

4.3.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 



3 This content is available online at <http://cnx.org/content/m31827/!. l/>. 



212 



CHAPTER 4. TERM 4 



7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Spring 

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. 

• Human Rights: Learners should be protected against poisons. 

Activities around spring in nature: 



counting to 50 and to 100; 

counting back from 38; 

counting in l's, 2's, 3's, 4's, 5's and 10's; 

number concept 1 to 17; 

bonds to 9, incidentally to 12; 

+5 and -5; 

shapes - characteristics of cubes, blocks and spheres; 

position changes shapes; 

length of shadows; 

time: days of the week, today, yesterday and tomorrow; 

wordsums with money. 



4.3.5 LEARNERS SECTION 

4.3.6 Content 

• Colour all the same shapes in the same colour. 




(O 



Figure 4.23 



Complete. 



213 



o 

circles 
















A 

triangles 
































rectangles 


a 

squares 

















Figure 4.24 



There are more than .... 

There are less than 



Complete. 



L0 3.1 




LO 5.2 




L0 5.5 




L0 5.6 





Table 4.20 




Figure 4.25 



214 



CHAPTER 4. TERM 4 




Figure 4.26 



• Draw 50 butterflies. 

• Count the butterflies. 



LO 1.1 




LO 1.8 





Table 4.21 



17 







/ 


V 






- 


- 


- 


V 


/ 1 


2 


3 


1 


2 


3 


L 


1 \ 




Figure 4.27 



Tower 7 is (high or low) 

Tower 17 is (high or low 

Tower 7 is than tower 17.. (higher or lower) 

Tower 17 is than tower 7.. (higher or lower) 

Complete both towers. The "+" sign will help you. 
Choose one and colour in. 



215 



Maklik! Moeilik! Oeps! 



Figure 4.28 



4.3.6.1 A mother and her babies 

• Count the babies. 



LO 4.5 



Table 4.22 




Figure 4.29 



13 thirteen 

• There are There are 

Count the babies. 



216 



CHAPTER 4. TERM 4 




Figure 4.30 



14 fourteen 
• There are 



fish. 



LO 1.1 




LO 1.3 





Table 4.23 

• Write your own number sentence. 

• Write them under the nests which have their answers. 

• Only use these numbers and signs. 

• Tell a friend how you did your sums. 



2 3 5 7 + 






3 + 5-7 = 1 














Figure 4.31 



217 



LO 1.8 



Table 4.24 



Complete: 



\L 


fourteen 


ooooo 

ooooo 

oooo 




OOOO 

oooo 








10 


eleven 










oooo 
oooo 
oooo 



Figure 4.32 



LO 1.3 



Table 4.25 



218 



CHAPTER 4. TERM 4 



Count the grapes on the bunch. 



IS 



fiffc 



een 



Complete 

10+1 = 




10 + 3 = 
10 + 5 = 

10 + 4 = 






Try th> 




11-10 = 
13-10 = 
15-10 = 

It- 10 = 








Figure 4.33 



LO 1.1 




LO 1.3 




LO 1.7 





Table 4.26 



• In my purse I have: 



219 




Figure 4.34 



LO 1.5 



Table 4.27 



• Divide these flowers equally into the vases. 

• Tell a friend how you did this. 



220 



CHAPTER 4. TERM 4 




owers 







Figure 4.35 



• Draw 16 spiders. 

• Draw seventeen ants. 



LO 1.6 



Table 4.28 



LO 1.1 




LO 1.3 





Table 4.29 



4.3.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 



221 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures. 

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures. 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one 
attribute chosen for a reason (e.g. 'Sort crayons into colours.'); 

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or 
stamps represent individual elements in a collection of objects. 

4.4 Number Fun - Module 7 - 04 4 

4.4.1 MATHEMATICS 

4.4.2 Number Fun 

4.4.3 EDUCATOR SECTION 

4.4.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 



4 This content is available online at <http://cnx.org/content/m31828/!. l/>. 



222 



CHAPTER 4. TERM 4 



The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Spring 

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. 

• Human Rights: Learners should be protected against poisons. 

Activities around spring in nature: 



counting to 50 and to 100; 

counting back from 38; 

counting in l's, 2's, 3's, 4's, 5's and 10's; 

number concept 1 to 17; 

bonds to 9, incidentally to 12; 

+5 and -5; 

shapes - characteristics of cubes, blocks and spheres; 

position changes shapes; 

length of shadows; 

time: days of the week, today, yesterday and tomorrow; 

wordsums with money. 



4.4.5 LEARNERS SECTION 

4.4.6 Content 





One more 




One less 


11 




11 








13 




13 








15 


16 sixteen 


15 






14 




14 








16 


seventeen 


16 






12 




12 









Table 4.30 



LO 1.3 



223 



Table 4.31 



• Complete the numbers along the footpath. 



r^M* • • • ^ 

2 3 







-• • « * 




Figure 4.36 



LO 1.2 




LO 2.2 





Table 4.32 



Complete the pictures. Begin with the tree and then do the apples. 



224 



CHAPTER 4. TERM 4 



70* 



■-:o 



,5^20 



80 



K t 



2 *6 



50 
• 55 



4 * 12 



£0- 5 



60 ♦ 



. % 



• « 



Beqin 

V 

53 52 5| — « ioo 



Figure 4.37 



LO 1.2 




LO 2.2 





Table 4.33 



Colour in the patterns on Thandi and Themba's mugs. 



225 











Figure 4.38 



Design your own ethnic patterns for your own mug. 




Figure 4.39 



LO 2.3 




LO 2.5 





Table 4.34 



• Play Ladders and Steps with a friend. 

• Use a dice. 

• Climb up the ladder [U+F023] . 

• Run down the steps 3. 



226 



CHAPTER 4. TERM 4 



55 SL 53 




6S 






6L '65 66 T 67 



52 |5H 50 
H 

a cr i6 y g 



Ik V - 

4." 5 1 6 7 



\L 13 

8 



Rtf 



5 2L 33 32 



25 26 27 28 29 30 




Figure 4.40 



LO 1.1 




LO 1.3 





Table 4.35 



4.4.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100; 

Assesseringstandaard 2.3: We know this when the learner creates own patterns; 

Assesseringstandaard 2.5: We know this when the learner identifies, describes and copies geometric 
patterns in natural and cultural artifacts of different cultures and times. 



227 

4.5 Number Fun - Module 8 - 01 5 

4.5.1 MATHEMATICS 

4.5.2 Number Fun 

4.5.3 EDUCATOR SECTION 

4.5.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Holidays 

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able 
to buy basics. 

Activities are designed around "Holiday Time". These consist of: 

• number concept 1 to 19; 

• counting activities in 2's, 3's, 4's, 5's and 10's 

• halving and doubling to 20; 

• wordsums; 

• sharing; 

• symmetry; - left and right sides; 

• directions using a map; 

• bonds of 10; 



5 This content is available online at <http://cnx.org/content/m31833/!. l/>. 



228 



CHAPTER 4. TERM 4 



• multiplication as repeated addition; 

• graph to show the sale of books and 

• speed tests. 



4.5.5 LEARNERS SECTION 

4.5.6 Content 

• Write your telephone number here. 



• Use these numbers and the signs -f , - and = and make up your own number sentences. 



Complete. 



LO 1.8 



Table 4.36 




Figure 4.41 



229 



LO 1.9 



Table 4.37 



Complete the pattern on my handkerchief 



A(o) 

0¥¥0 
DDAX DD 

co/// Oco 



©,->o 



fe^AV 3 © 



Figure 4.42 



Design your own patterns for your own handkerchief. 



LO 2.1 




LO 2.3 





Table 4.38 



• Read the following weather guide . 

Cape Town 20 oQ 
Vredendal24 oQQ 
Bloemfontein 1 8 oQQ 
Durban 22 oQQ 
George 1 5 oQQ 

• Arrange the temperatures from the least to the most. 



230 



CHAPTER 4. TERM 4 



Arrange the temperatures from the most to the least. 



• Design weather signs for: 

sunny snow 
rainy cloudy 



LO 1.4 



Table 4.39 



• Help the frog to get to the pond. 

• Count the blocks and move right or left, or down , or up. 



The first one has been done for you. 




Beqin he 



h ^T-i" 


' "'-^P 






(g^r i 



Figure 4.43 



1. Jump 3 

2. Jump 4 

3. Jump 4 

4. Jump 6 

5. Jump 2 

6. Jump 4 

7. Jump 4 

8. Jump 1 

9. Jump 1 

10. Jump 



blocks down, 
blocks right, 
blocks down, 
blocks left, 
blocks up. 
blocks right, 
blocks down, 
block left, 
block down. 
blocks . 



to dive into the pond. 



231 



LO 3.6 



Table 4.40 



4.5.6.1 A map of our town 




Figure 4.44 



• Draw the shortest route for Peter to his school. Use red. 

• Draw the shortest route for Sally to the shop. Use blue. 

• Draw the shortest route from the school to the church. Use green. 

• Tell one another where the shortest routes are. 



LO 4.5 



Table 4.41 



Write or draw an envelope here. 



232 



CHAPTER 4. TERM 4 



Figure 4.45 



The shape of the envelope is a (circle, square or rectangle). 

Count the letters in the word, e-n-v-e-1-o-p-e letters. 

Double the number of letters 

Halve the number of letters 

Which numbers come before the number of letters? 

Which numbers come after the number of letters? 

Group the number of letters into two's two's. 



LO 1.4 




LO 1.6 




LO 1.9 




L0 3.1 





Table 4.42 



4.5.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assesseringstandaard 2.1: We know this when the learner copies and extends simple patterns using 
physical objects and drawings (e.g. using colours and shapes); 

Assesseringstandaard 2.3: We know this when the learner eie patrone skep. 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 



233 

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- 
dimensional shapes and three-dimensional objects in the classroom and in pictures. 

Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a 
member of a group or team) to move or place self within the classroom or three-dimensional objects in 
relation to each other. 

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assesseringstandaard 4. 5: Assessment Standard 4.5: We know this when the learner estimates, 
measures, compares and orders three-dimensional objects using non-standard measures. 

4.6 Number Fun - Module 8 - 02 6 

4.6.1 MATHEMATICS 

4.6.2 Number Fun 

4.6.3 EDUCATOR SECTION 

4.6.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Holidays 

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able 
to buy basics. 



6 This content is available online at <http://cnx.org/content/m31836/!. l/>. 



234 



CHAPTER 4. TERM 4 



Activities are designed around "Holiday Time". These consist of: 



number concept 1 to 19; 

counting activities in 2's, 3's, 4's, 5's and 10's 

halving and doubling to 20; 

wordsums; 

sharing; 

symmetry; - left and right sides; 

directions using a map; 

bonds of 10; 

multiplication as repeated addition; 

graph to show the sale of books and 

speed tests. 



4.6.5 LEARNERS SECTION 

4.6.6 Content 

4.6.6.1 The shops are having a sale 

• Draw what you would like to buy. 



RIO 


RIO 


RIO 


RIO 



Table 4.43 



• How much money will you need? R 

• The shop gives you a further discount of R5. You only pay R 



Draw R5 in different coins. 



LO 1.5 



Table 4.44 



Exchange these coins for smaller coins. 



235 




Figure 4.46 



LO 1.5 



Table 4.45 



• Estimate (guess) how many bottles of paint are on the shelf. 

• My guess is bottles. 



Count the bottles. 



236 



CHAPTER 4. TERM 4 




Figure 4.47 



• There are bottles. 

• One less: 

• One more: 

• Two less: 

• Two more: 

• Ten less: 

• Complete the number line. 

lo -- _- -_ -- -_ - - IT 



Figure 4.48 



LO 1.1 




LO 1.7 




LO 1.9 





Table 4.46 



237 



4.6.6.2 Switch on the lights 




Figure 4.49 




Figure 4.50 



LO 1.7 




LO 1.8 





Table 4.47 



Count the presents. 



238 



CHAPTER 4. TERM 4 




Figure 4.51 



• There are eight presents. 

• Write the number and number name again 18 eighteen 

• One more than 18 

• One less than 18 

• Draw 18 bows. 



LO 1.1 




LO 1.3 





Table 4.48 




Figure 4.52 



239 



• There are 

• Complete the number sentences. 

+ = 10 

5 + = 10 

4 + = 10 

3 + = 10 

8 + = 10 

1 + = 10 

2 + = 10 

10- 3 = 

10- 9 = 

10- 2 = 

10- 5 = 

10-7= 

10- 1 = 

10- 4 = 



candles. 



LO 1.1 




LO 1.8 





Table 4.49 



• I want to decorate each room with bells. 

• Draw the bells. 







2 in each corner bells. 


4 in each corner bells. 






3 in each corner bells. 


5 in each corner bells. 




Completed + 2 + 2 + 2 = . 3 + 3 + 3 = . 4 + 4 + 
4 = . 


1 in each corner bells. 



Table 4.50 



LO 1.7 



Table 4.51 



240 



CHAPTER 4. TERM 4 



4.6.6.3 Read and match 



nineteen 




/"MU 


fifteen 




/ II 


eighteen 




12 


eleven 




13 


thirteen 




\L 


seventeen 




15 


ten -^____ 




16 


twelve 




17 


fourteen 




IS 


sixteen 


Figure 4.53 


19 



• Complete. 
2 4 6 



LO 1.3 




LO 2.2 





Table 4.52 



4.6.7 Assessment 

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 



241 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100. 

4.7 Number Fun - Module 8 - 03 7 

4.7.1 MATHEMATICS 

4.7.2 Number Fun 

4.7.3 EDUCATOR SECTION 

4.7.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Holidays 

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able 
to buy basics. 



7 This content is available online at <http://cnx.org/content/m31838/!. l/>. 



242 



CHAPTER 4. TERM 4 



Activities are designed around "Holiday Time". These consist of: 

• number concept 1 to 19; 

• counting activities in 2's, 3's, 4's, 5's and 10's 

• halving and doubling to 20; 

• wordsums; 

• sharing; 

• symmetry; - left and right sides; 

• directions using a map; 

• bonds of 10; 

• multiplication as repeated addition; 

• graph to show the sale of books and 

• speed tests. 



4.7.5 LEARNERS SECTION 

4.7.6 Content 

4.7.6.1 Books on the shelf in the shop 

• Count. 




nineteen 



Figure 4.54 



• Draw. 



243 




Figure 4.55 



LO 1.1 




LO 1.3 





Table 4.53 



4.7.6.2 We visit the bookshop 

• These books are all on sale. 

• Each book is marked R5. 

1. Marco buys 3 books. He pays R 

2. Sally buys 4 books. She pays R 

3. Jim has R25. How many books can he buy? books. 

4. Rob has R20. He may only spend half on books. How many books can he buy? 
books books. 

5. Mary has R30. She buys 4 books. She has R left over.. 

6. Sam has R50. He buys 2 books for his sister, 2 books for his brother, and 2 books for himself. How 
much change will he get? He will get R change. 

7. How many books must the shop sell to make R100? 

Count: 5 + 5 + 5 + 5 



LO 1.5 



Table 4.54 



• Complete the graph. 

• Answer the questions. 



244 



CHAPTER 4. TERM 4 



My graph on the sale of books 


Marco 


• 


• 


• 












Sally 



















Jim 


















Rob 


















Mary 


















Sam 



















2 3 L 5 6 7 S 



Figure 4.56 



LO 5.5 



Table 4.55 



• Complete the numbers on the number lines. 

• Complete the number sentences. 



Figure 4.57 



-2 = 

- 4- 1 = 

- 2 + 2 = 
■ 1 - 1 = 

2-3 = 

-2-4 = 

-3-4 = 

4-3 = 



245 



10 II 



Figure 4.58 



10 + 6 + 1 = 


10 + 3 + 3 = 


10 + 7 + = 


10 + 1 + 4 = 


10 + 6 - 1 = 


17-2 = 


16-3 = 


15- 1 = 


14-4 = 


13-2 = 



LO 1.7 




LO 1.8 




LO 1.9 





Table 4.56 



• Discuss these activities. 

• Mark the ones that take a long time, with 1. 

• Mark the ones that take a short time, with 2. 

• Colour in the pictures. 



246 



CHAPTER 4. TERM 4 




Figure 4.59 



LO 4.2 



Table 4.57 



• I share out my marbles among my friends like this. 

• How many does each get? 



247 



L marbles among 1+ friends. 




Each one gets marbles, 



6 marbles between 2 friends. 



00 



Each * 



>get: 



one qets marl 



bles. 



Sf marbles amonq 3 friends. 



10 marbles among 5 friends. 



Each 



one 



gets 



marbles 



ble 



Each i 



i gets 



marbles 



bk 



% marbles among L friends. 



5 marbles among 5 friends. 



Each one gets marbles. 



Each 



one 



gets 



marble 



Figure 4.60 



LO 1.6 



Table 4.58 



• I share out my sweets among my friends. 

• How many does each one get and how many sweets are left over? 



248 



CHAPTER 4. TERM 4 



5 sweets among L friends. 


7 sweets between 2 friends. 


IfIm 


#^ 


gjt ° ° © 




Each one gets sweets 

and are left over. 


Each one gets sweets 

and are left over. 


8* sweets among 3 friends. 


5 sweets between 2 friends. 


Each one gets sweets 

and are left over. 


Each one gets sweets 

and are left over. 


S sweets among 2L friends. 


6 sweets among L friends. 


Each one gets sweets 

and are left over. 


Each one gets sweets 

and are leftover. 



Figure 4.61 



LO 1.6 



Table 4.59 



Complete the counting pattern and join the numbers, e.g. count in two's. 



249 



1 


5 


/2 


7 


X 


II 


9 


7F 


> 


,/ 


C ' 


y 


L 


§^ — 



K 


13 


6 


L 


\L 


\$N 


v 10 


16 


9 


M X 


^ 


15 


7 


17 


1^ 


, 8 


12 


20 


18 


x 3 



L 5. 



15 


S5 


50 


50 


90 


60 i 


/I0 


SO 


65 


b y 


45 


30 


25 


iO 


75 


20 


95 


100 


35 


70 



2. /L 6, S. 10, 12 



4 6n 


lb- 


^3 


\L 


l\ 


17 


II 

7^ 


8 


IS 


\5 


2 


16 


^ 


19 


13 


10 


20 


12 



1.3.5 












3. 6. 


% . 




9 


15 


3 


\L 




L\ 


12 


16 


3 


2 


19 


12 


5 


S K 


k 17 


2 


IS 


II 


IS 


1 


10 


19 


N 


II 


9 


17 


6s 


20 


7 


20 


10 


5 


13 


6 


16 


\g 


13 


6 


15 


7 


\L 



\.L 



Lb 
30 


70 


/I0 


25 


5 


/75 


50 


SO 


65/ 


f 40 


15 


S5 


2Cf 


90 


95 


35 


60 


100 


55 



5, 10. 



10. 20. 



Figure 4.62 



LO 1.2 




LO 2.2 





Table 4.60 



4.7.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 



250 CHAPTER 4. TERM 4 

Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 

Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical 
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that 
include remainders; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100. 

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assesseringstandaard 4.2: We know this when the learner compares events in terms of the length of 
time they take (longer, shorter, faster, slower); 

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display 
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine 
chance variation. 

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or 
stamps represent individual elements in a collection of objects. 

4.8 Number Fun - Module 8 - 04 8 

4.8.1 MATHEMATICS 

4.8.2 Number Fun 

4.8.3 EDUCATOR SECTION 

4.8.4 Memorandum 

INTRODUCTION 

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. 
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have 
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear 
picture as to what they know. 

TIME SCHEDULE 

Two modules have been designed for each term. The educator may however find that the fast workers 
will complete the modules in less time than the slower workers. The educator should feel free to extend the 
number range for the learners who are ready for it. The minimum requirements for the slow learners are 
Modules 1 to 7. 

Critical and developmental outcomes: 



8 This content is available online at <http://cnx.org/content/m31841/!. l/>. 



251 

The learners must be able to: 

1. identify and solve problems and make decisions using critical and creative thinking; 

2. work effectively with others as members of a team, group, organisation and community; 

3. organise and manage themselves and their activities responsibly and effectively; 

4. collect, analyse, organise and critically evaluate information; 

5. communicate effectively using visual, symbolic and/or language skills in various modes; 

6. use science and technology effectively and critically, showing responsibility towards the environment 
and the health of others; 

7. demonstrate an understanding of the world as a set of related systems by recognising that problem- 
solving contexts do not exist in isolation; 

8. reflect on and explore a variety of strategies to learn more effectively; 

9. participate as responsible citizens in the life of local, national, and global communities; 

10. be culturally and aesthetically sensitive across a range of social contexts; 

11. explore education and career opportunities; and 

12. develop entrepreneurial opportunities. 

• Integration of Themes: Holidays 

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able 
to buy basics. 

Activities are designed around "Holiday Time". These consist of: 

• number concept 1 to 19; 

• counting activities in 2's, 3's, 4's, 5's and 10's 

• halving and doubling to 20; 

• wordsums; 

• sharing; 

• symmetry; - left and right sides; 

• directions using a map; 

• bonds of 10; 

• multiplication as repeated addition; 

• graph to show the sale of books and 

• speed tests. 



252 



CHAPTER 4. TERM 4 



4.8.5 LEARNERS SECTION 

4.8.6 Content 
4.8.6.1 Symmetry 




Figure 4.63 



L0 3.5 



Table 4.61 



• Discuss the similarities between the 2 halves (left half and right half) of your body. If the 2 halves are 
exactly the same we say they are symmetrical. 

• Look around the room and find things that are symmetrical. Discuss these with one another. 



L0 3.4 



Table 4.62 



253 




O 



Figure 4.64 



Here is Peter. 

Mark his left side with 1. 

Mark his right side with r. 

Colour the cube (block) to the left of Peter in red. 

Colour the sphere to the right of Peter in yellow. 

Colour the sphere behind Peter in green. 

Colour his left side in blue. 



LO 3.4 



Table 4.63 



• Complete the butterfly. 

• Discuss whether the butterfly is symmetrical. 



254 



CHAPTER 4. TERM 4 



eft 




right 



Figure 4.65 



Colour the shapes that are symmetrical. 





Figure 4.66 



L0 3.4 



Table 4.64 



4.8.6.2 A maths race 



• Play with a friend. 

• See who is the first to write in all the answers. 

• Change papers and mark each other's sums. 



255 




+ 


L 


10 




\L 




II 




<? 




13 




S 




12 





+ 





6 

9 
7 
3 
L 






- 


L 


12 




& 




10 




II 




\L 




16 




9 





- 





17 

19 

20 

£0 

II 





Figure 4.67 



LO 1.7 



Table 4.65 



256 



CHAPTER 4. TERM 4 

























































/ 




















/ 


















/ 
































jt 


/ 






"\ 
































/ 








, 








































/ 








































/ 





















































































































































Figure 4.68 



• Draw the bell again. 

• Count how many squares did you use for the bell. 

• Colour it neatly. 



squares. 



• Count. 



2, 



3, 
4, 
5, 



.,10, 



15, 

20, 

25, 



...., 18, 
32, 36, 



..,3 



45 



LO 1.1 




LO 2.2 




LO 4.5 





Table 4.66 

• Guess which shape is bigger? A or B. 

• Count the squares in each shape to find out if you are right or wrong. 

• Colour the shape that is bigger. 

















— 












































/ 


\ 








- 







































\ 


V 








































/ 




































\ 






/ 






































^ 


y 




N 


\ 






















































B 






















A 























Figure 4.69 



257 



• I guess is bigger. 

• A = squares. B = 

• I was (right or wrong) . 



squares. 



A 































































































































































































































B 





















Figure 4.70 



• I guess is bigger. 

• A = squares. B = 

• I was (right or wrong) . 



squares. 



LO 3.2 




LO 4.5 





Table 4.67 



• Draw 20 stars on the tree. 

• Write the name and number name. 



258 



CHAPTER 4. TERM 4 




Figure 4.71 



• comes before 20. 

• 20 is one more than 

• 20 is ten less than 

• Double 20, 

• Halve 20, 



LO 1.1 




LO 1.3 




LO 1.4 




LO 1.9 





Table 4.68 



• Read, think and complete. 

1 If I have 18 stars for 2 trees, I can hang stars on each tree. 

2 I want to hang 12 stars on the tree but I only have 9 stars. I must get 
more stars. 

3 There are 11 stars in one packet and 5 stars in the other packet. Altogether there are 
stars. 

4 One packet of stars cost R5. For 3 packets I will pay R 

5 How much change will I get if I pay with R20? R change. 

6 I counted 34 stars on the trees. 5 stars fell off. There are stars left. 

7 Count the stars: 

9 + 2 + 3 + 4 = 



LO 1.5 




LO 1.7 





Table 4.69 



Complete. 



259 



16 + 

17 + 
IS + 
R + 
20 + 



l-D 

i-n 
i-n 



16 + 2= □ 

it+2-n 
B + 2=n 

I8 + 2=G 

i7 + 2-n 



18 + 3 = □ 

16 + 3 = □ 
l7+3=[ = , 
15+3 =□ 



Figure 4.72 



• Ask a friend to mark your test. 

/15 



17-4- A 20-5= A 15-1= A 

B-4- A 16-5= A "6-3= A 

13-4= A 14- 5= A 12-1= A 

14-4= A 13-5= A B-3- A 

12-4= A 12-5= A n-2- A 



Figure 4.73 



• Ask another friend to mark your test. 

/15 

• Are you (Choose one and colour in). 



260 



CHAPTER 4. TERM 4 





Sad? 




Happy? Very happy? 



Figure 4.74 



LO 1.7 




LO 1.1.1 





Table 4.70 



• Complete the answers. 

• If the answer is more than 20, colour the shape green. 

• If the answer is less than 20, colour the shape yellow 

• Draw the face of the animal. 



261 







-*. 




\ 7^ 3 Y9 


^ 


V w 






/|0 


si /\ L 


'<0 

/ 


Y°^6 


|T» 






s \ 


/ ° 


(z + Z. +J^- 




JB K 




*X 


4 + /+ + 4 










\\3-r 3+ 3 -f 3 




S z z+i 


7$ ( 

V V f 




\- 


\SOi-if 


3k" 5 




2) 





Figure 4.75 



LO 1.7 




LO 1.8 





Table 4.71 



4.8.7 Assessment 

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be 
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate 
and check with competence and confidence in solving problems. 

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects 
reliably; 

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 
to at least 100 and writes number names from 1 to at least 34; 

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole 
numbers to at least 2-digit numbers; 

Assessment Standard 1.5: We know this when the learner solves money problems involving totals 
and change in rands and cents; 

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate 
symbols, to solve problems; 



262 CHAPTER 4. TERM 4 

Assessment Standard 1.8: We know this when the learner performs mental calculations involving 
addition and subtraction for numbers to at least 10; 

Assessment Standard 1.9: We know this when the learner uses techniques; 

Assessment Standard 1.11: We know this when the learner checks the solution given to problems by 
peers. 

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able 
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic 
language and skills. 

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences 
to at least 100. 

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe 
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- 
jects in a variety of orientations and positions. 

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical 
two-dimensional shapes and three-dimensional objects; 

Assessment Standard 3.4: We know this when the learner recognises symmetry in self and own 
environment (with focus on 'left', right', 'front' and 'back'); 

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in 
relation to another (e.g. 'in front' or 'behind'); 

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring 
units, instruments and formulae in a variety of contexts. 

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders 
three-dimensional objects using non-standard measures. 



ATTRIBUTIONS 263 

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Collection: Mathematics Grade 1 

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